Thursday, 17 May 2018
Friday, 23 March 2018
Evaluation
How have you followed media conventions ?
We created a 5 minute short film called Malefaction with the genre crime/drama. It had a target audience of 16-30.
In terms of narrative conventions, we looked at films like 'Gone Girl' and 'Physcho'. We followed conventions in term of narrative in a number of ways. We followed Todorov's narrative theory as follows;
In terms on narrative, our short film breaks Todorov’s narrative theory as we don't start with an equilibrium at the start. We do have one an equilibrium however as the women did live a happy family life before hand which can be know from her phone call to her family. In terms of camerawork Katie was the principle photographer and during our research we looked at the films unremarkable, Gone Girl and Physcho. Our opening shot is medium shot that shows the morgue scene in its full and this will appeal with target audience because it starts with a dead which is what they expect in a crime/drama. The morgue scene setup is similar to ones of Unremarkable. Throughout the rest of the 5 minute short film we continue to create a visual collage with a mystery style fitting to crime dramas such as Gone Girl and unremarkable because we keep conventions of classic crime films by not revealing the killer character but instead we use a range of interesting angles to reveal CLOSE UPS OF his clothing props in and around the morgue and the crime scene , LONG SHOTS OF the train parking to help establish the setting for the film, TRACKING SHOTS of the victim and the killer walk back to her car. Our main aspect is the use of tracking shot , which is a convention of the crime/drama genre but on the whole our film subverts conventions as we focus on mise-en-scene that connotes the genre rather than the star vehicles at this point.
We created a 5 minute short film called Malefaction with the genre crime/drama. It had a target audience of 16-30.
In terms of narrative conventions, we looked at films like 'Gone Girl' and 'Physcho'. We followed conventions in term of narrative in a number of ways. We followed Todorov's narrative theory as follows;
In terms on narrative, our short film breaks Todorov’s narrative theory as we don't start with an equilibrium at the start. We do have one an equilibrium however as the women did live a happy family life before hand which can be know from her phone call to her family. In terms of camerawork Katie was the principle photographer and during our research we looked at the films unremarkable, Gone Girl and Physcho. Our opening shot is medium shot that shows the morgue scene in its full and this will appeal with target audience because it starts with a dead which is what they expect in a crime/drama. The morgue scene setup is similar to ones of Unremarkable. Throughout the rest of the 5 minute short film we continue to create a visual collage with a mystery style fitting to crime dramas such as Gone Girl and unremarkable because we keep conventions of classic crime films by not revealing the killer character but instead we use a range of interesting angles to reveal CLOSE UPS OF his clothing props in and around the morgue and the crime scene , LONG SHOTS OF the train parking to help establish the setting for the film, TRACKING SHOTS of the victim and the killer walk back to her car. Our main aspect is the use of tracking shot , which is a convention of the crime/drama genre but on the whole our film subverts conventions as we focus on mise-en-scene that connotes the genre rather than the star vehicles at this point.
With our characters, they support the Vladimir Propp theory that there is a structure of characters which include; The hero, the villain, the donor, the helper, the princess, the dispatcher, the princess' father and the false hero. In our film, the hero we have is Rory (an actor from Poldark) and he isn't the stereotypical hero. He's in his 40's and doesn't fit the body stereotype of being gym fit which is what most heroes are stereotyped to look like. Our villain is the murder. Mr Howe, we felt, was the correct height with our other actors also being small and his all round strong build. We also felt his background of liking to act would get us a more real outcome. Our princess in the story is the victim, Isabelle Jefferies, who is the stereotypical young mother. Our final character type in the film is the false hero which is played again by Mr Howe. He is the doctor as well as the murderer. So for when the audience don't know he is the murderer, he is the hero. This proving all our character types support Vladimir Propp's theory.
In terms of mise-en-scene, with 'Gone Girl' we imitated some of the blue lighting effects. This is because we have seen this blue lighting in a lot of crime/dramas and it creates a visual effect of the police as flashing blue lights connotes with the police. The colour blue is also considered a cold colour with goes well with the dead body at the crime scene. The scalpel which is used as the murder weapon at the scene is so people can make a link between murderer and the doctor. This is also done with the jack of hearts playing card which is being placed on the dead body.
With character clothing, it all fits under the social grading from B-E. We have made the mum wear a modern representation of casual wear which is ripped jeans and a fluffy jacket. The murder/doctor wore his work gear to the murder as we felt it would give it a more real look and to be honest, everyday clothes are what killers wear. In the morgue, he will wear a doctors gown which you will see him put on and take off.
With the sound, a lot of it will be foley. For example, the foot step noises of the victim in the car park and the sound of the phone ringing. Foley is used lots in crime/dramas as the sound of a stabbing, the feet skidding on the floor as the victim falls and the heavy breathing of the murderer would not be caught underneath the sound of the camera. Where sound has been caught with the audio from the camera and its clear and crisp then we will use that The proper reveal scene at the end was accompanied with non-diegetic music. We chose to do this because it wasn't sound that the character necessarily had to hear. It was only for the audience so it would create an atmosphere for them. Noise is what scares the audience so it was important we got it right.
In terms of mise-en-scene, with 'Gone Girl' we imitated some of the blue lighting effects. This is because we have seen this blue lighting in a lot of crime/dramas and it creates a visual effect of the police as flashing blue lights connotes with the police. The colour blue is also considered a cold colour with goes well with the dead body at the crime scene. The scalpel which is used as the murder weapon at the scene is so people can make a link between murderer and the doctor. This is also done with the jack of hearts playing card which is being placed on the dead body.
With character clothing, it all fits under the social grading from B-E. We have made the mum wear a modern representation of casual wear which is ripped jeans and a fluffy jacket. The murder/doctor wore his work gear to the murder as we felt it would give it a more real look and to be honest, everyday clothes are what killers wear. In the morgue, he will wear a doctors gown which you will see him put on and take off.
With the sound, a lot of it will be foley. For example, the foot step noises of the victim in the car park and the sound of the phone ringing. Foley is used lots in crime/dramas as the sound of a stabbing, the feet skidding on the floor as the victim falls and the heavy breathing of the murderer would not be caught underneath the sound of the camera. Where sound has been caught with the audio from the camera and its clear and crisp then we will use that The proper reveal scene at the end was accompanied with non-diegetic music. We chose to do this because it wasn't sound that the character necessarily had to hear. It was only for the audience so it would create an atmosphere for them. Noise is what scares the audience so it was important we got it right.
Thursday, 22 March 2018
1b)
1b ) Exam Practice, Audience, Representations and
Media Language
At A2, Katie and I made a 5 minute short film called
Malefaction with the genre crime/drama with the target audience being ______.
When creating our film, we attempted to use conventions of real crime/drama films to ensure our genre was clearly connoted, in order to attract our target audience of fans of that genre…most of the conventions out film opening uses and develops are seen in murder film we look at in our research. In terms of main stream cinema, our films mostly breaks and challenges a number of conventions but I think this makes out film more unique and suited to the target audience as many 16- 30 year olds are getting bored of the same old Hollywood formulas anyway. Having said this, we do borrow some things from Hollywood cinema conventions because straight away we are working in a genre, teen/coming of age, where the ideology of the genre is a very American concept. But, as we are not filming in America and want something that is also more social realist we do not follow the Hollywood style on stereotypically setting our film in or around a Instead, to represent our target audience we set our film near a Cornish beach and base the narrative on a female surf instructor.
Thursday, 15 March 2018
Post Production Digital and Creative Skills
How have your post production digital and creative skills developed over time ?
At AS level, Katie and i made a short 2 minute title sequence with the genre teen/comedy. This year at A2 level, we made a 5 minute short film with the genre of crime/drama.
At As, i had little to no experience in the filming industry. However during the production of our A2, I got involved with helping a group young college students edit film footage for a IBM competition. The team came second nationally. This gave and improved my skills which i used in my AS and helped me to produce a better piece of eating at A2.
Do this when you type it up in case the real exam focus include production too
When creating our title sequence at AS, we used a very little amount of tools to edit on premiere pro. This in turn gave us a poor and basic looking outcome. This changed when creating our A2 work as my knowledge of tools was better. At A2, i also learnt shortcuts which sped up the process a good amount. The main tool i used was the cut tool or command 'k'. This allowed me to chop up footage to the correct size i wanted. The other main tool is the grab tool which allowed me to move across the timeline which necessary. It also allows you too change the positions of clips if they arena't in the correct place. A new tool i used was the 'ripple' edit, which allowed me to edit the grab between two edit points in the timeline. This would ripple effectively making it smooth. Rendering the film every 10 minutes is important to ensure the film is always in the best quality.
Talk about creative title Talk about sound
Say how learning new skills made products more progress - Link to real media example
During As, i didn't really look into improving my skills in editing. This time round, i youtubed how to advance my skills in the process. It helped immensely and it shows in the final process. The main bit of research is the transitions between clips. The AS was just chopped and put together. The A2 was planned on how we wanted stuff to look and it worked out.
Talk about your print ancillary tasks
Content link more to the question
At AS level, Katie and i made a short 2 minute title sequence with the genre teen/comedy. This year at A2 level, we made a 5 minute short film with the genre of crime/drama.
At As, i had little to no experience in the filming industry. However during the production of our A2, I got involved with helping a group young college students edit film footage for a IBM competition. The team came second nationally. This gave and improved my skills which i used in my AS and helped me to produce a better piece of eating at A2.
Do this when you type it up in case the real exam focus include production too
When creating our title sequence at AS, we used a very little amount of tools to edit on premiere pro. This in turn gave us a poor and basic looking outcome. This changed when creating our A2 work as my knowledge of tools was better. At A2, i also learnt shortcuts which sped up the process a good amount. The main tool i used was the cut tool or command 'k'. This allowed me to chop up footage to the correct size i wanted. The other main tool is the grab tool which allowed me to move across the timeline which necessary. It also allows you too change the positions of clips if they arena't in the correct place. A new tool i used was the 'ripple' edit, which allowed me to edit the grab between two edit points in the timeline. This would ripple effectively making it smooth. Rendering the film every 10 minutes is important to ensure the film is always in the best quality.
Talk about creative title Talk about sound
Say how learning new skills made products more progress - Link to real media example
During As, i didn't really look into improving my skills in editing. This time round, i youtubed how to advance my skills in the process. It helped immensely and it shows in the final process. The main bit of research is the transitions between clips. The AS was just chopped and put together. The A2 was planned on how we wanted stuff to look and it worked out.
Talk about your print ancillary tasks
Content link more to the question
Monday, 19 February 2018
1a) Digital Technology & Post Production
Intro:
In AS, Katie and I created a 2 minute opening film with the genre teen comedy. This was my first product id ever created. In A2, we created a 5 minute short film with the genre crime/drama. This involved a development in skills from the AS.
P1: other relevant experience
P2: Practical Skills
P3: Digital Editing Skills
P4: Any other Technology
In AS, Katie and I created a 2 minute opening film with the genre teen comedy. This was my first product id ever created. In A2, we created a 5 minute short film with the genre crime/drama. This involved a development in skills from the AS.
P1: other relevant experience
P2: Practical Skills
P3: Digital Editing Skills
P4: Any other Technology
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