all evaluation posts

Starter: Card Sort• Now identify some conventions of your genre.• On paper write the following headers:

• Write your genre in, and then place the relevant key cards in each section.

• Then add some more, but they must be conventional

EXTENSION• Group together the remaining cards. What groups did

you put them in?

Genre Costume Weaponry Transport Character Types

Setting

Foundation Portfolio Evaluation

1. In what ways does your media product use, develop or challenge forms and conventions of real media products?

Conventions of an Opening Sequence

• What are the conventions of an Opening Sequence?

• What are the conventions of your genre?

In what ways does your media product use, develop or challenge forms and conventions of real media products?• State the conventions of an opening sequence:

• Explain why these conventions are used:

• Give examples of these conventions in real media texts:

• Give examples of when you have used the conventions

• E.g. Slow paced editing• Introduce setting/mood• Logos/titles

• Close Ups• Establishing shots• And so on (at least 6)

E.g. Slow paced editing is used to help the audience linger on a particular clue, prompting them to start to ask questions and piece together answers. This will engage the viewer and they will want to watch on, to see if their predictions are correct.

You need to show a range of examples not just one for each. Also it must be visual.

Give clear visual examples and break down clips so they show just the convention you want to discuss. Link directly with real media texts.

In what ways does your media product use, develop or challenge forms and conventions of real media products?• Now state the conventions of your genre:

• Explain why these conventions are used:

• Give examples of these conventions in real media texts:

• Give examples of when you have used the conventions

• E.g. Low key lighting• Blood• Vulnerable characters

• Close Ups• Eerie string music• And so on (at least 6)

E.g. Low key lighting is used to hide or conceal elements which will prompts the audience to ask questions. It also creates a gritty and dangerous feel to the mise en scene, and crime is often an important aspect of the thriller genre.

You need to show a range of examples not just one for each. Also it must be visual.


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

• Now discuss examples where you have developed or challenged the conventions of both the opening sequence and the genre and include visual examples.

• Again include examples from real media texts to show how you are doing things differently.

• Explain why you have chosen to develop or challenge a convention.


2. How does your media product represent particular social groups?

How does your media product represent particular social groups?

• What social groups have you represented in your work?

• Remember you can be more specific here – what kind of people have you represented?

• Give examples of when and how you have represented the different social groups:

• E.g. Gender• Ethnicity• Age

• Sexuality• Social Class• Ability/disability etc.

• E.g. Teenagers• Responsible adults • Scientists

• MP’s• Criminals• Police etc.


How does your media product represent particular social groups?

• Use images and videos of how other media texts represent these groups so that you can compare your representation. Have you challenged any societal norms e.g. gender roles?

• Discuss how your use of media language has allowed you to create specific representations:

E.g. When framing the policeman we used long shots to show that he is isolated and therefore vulnerable. When you add the framing to the low-key lighting and the high pitched tense music, the audience will start to predict that he could get attacked and that because there is no-one around, the offender will not get stopped or caught. The weapon could be concealed in the shadows. We also used high angle shots to emphasis his vulnerability and suggest that someone is watching him. Overall this suggests that the police in this film are weak and not capable of stopping the criminal. The criminal is therefore portrayed as powerful and evil, perhaps psychotic, as he is planning to kill a policemen, which is a particularly immoral.


3. What kind of institution might distribute your media product and why?

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

• Discussion of your production company name and logo and the role of such companies.

• What does a production company do?• The idea of a distributor and who that might be and why.

Where the money might have come from for a film such as yours. Big distributor or BFI Film Fund?

• Why the various people are named in the titles- which jobs appear in titles and in what order and how have you reflected this?

• What your film is similar to 'institutionally' (name some films which would be released in a similar way)

• Where would you film be screened? Big multiplex or small indie cinema? And afterwards- DVD sales? Downloads? TV?

• What certification would you film receive from the BBFC? Why? Would this impact on audiences?


• Think realistically about which film distribution company would be associated with your film. Would your film be one that would be a ‘blockbuster’, with popular actors, shown at the huge cinema chains around the world? Or, is your film more alternative, quirky, independent – suited more for success within the British market? You decide. Then do some research into similar films. Find out which companies have distributed these, and create a post with that company logo, your explanation about why your film would be distributed by them, and a sample of images of other films that company has released / distributed.

• Example: http://www.youtube.com/watch?v=qNCFaIJ3pP8&feature=player_embedded

http://www.youtube.com/watch?v=qNCFaIJ3pP8&feature=player_embedded

http://www.youtube.com/watch?v=qNCFaIJ3pP8&feature=player_embedded


• The cultural test- prove that your film is British.http://www.ukfilmcouncil.org.uk/culturaltestpoints

• Examples of films that have passed the cultural test (which ones are similar to yours?)http://www.ukfilmcouncil.org.uk/ctproductions

• If you have passed the cultural test, your film will be eligible for tax breaks and you can apply for funding from the BFI Film Fund.

• What films have done this?http://www.bfi.org.uk/filmtvinfo/stats/BFI-Statistical-Yearbook-2011.pdf (pg 163/164)

• What other forms of funding are there for a film like yours?http://www.bfi.org.uk/filmtvinfo/stats/BFI-Statistical-Yearbook-2011.pdf (page 164)

http://www.ukfilmcouncil.org.uk/culturaltestpoints

http://www.ukfilmcouncil.org.uk/ctproductions

http://www.bfi.org.uk/filmtvinfo/stats/BFI-Statistical-Yearbook-2011.pdf

http://www.bfi.org.uk/filmtvinfo/stats/BFI-Statistical-Yearbook-2011.pdf


4. Who would be the audience for your media product?

Who would be the audience for your media product?

CONTENT•Link with your audience research, explain that you did this and how you did it. Explain who you think your audience is based on that research.•What is the demographic of your audience?– Age, gender, ethnicity, geographical location, occupation,

education, income– JICNARS (ABC1) scale?

•What is the psychographic of your audience?– Personal interests, values, lifestyles, behaviours and

opinions. What other film/media products do they consume?

JICNARS ScaleJoint Industry Committee for Newspaper Advertising Research

A Upper Middle Class

Approximately 3% of the total population. Higher managerial, administrative or professional.

B Middle Class

Approximately 20% of the total population Intermediate managerial, administrative or professional

C1 Lower Middle Class

Approximately 28% of the total population. Supervisory or clerical and junior managerial, administrative or professional


JICNARS ScaleJoint Industry Committee for Newspaper Advertising Research


C2 Skilled Working Class

Approximately 21% of the total population. Skilled manual workers

D Working Class

Approximately 18% of the total population. Semi and unskilled manual workers

E Underclass

Approximately 10% of the total population. Casual or lowest grade workers, pensioners and others who depend on the state for their income

PsychographicsInsight Value Group

• Self actualisers - Focused on people and relationships, individualistic and creative, enthusiastically exploring change.

• Innovators - Self-confident risk-takers, seeking new and different things, setting their own targets to achieve.

• Esteem seekers - Acquisitive (want to own things) and materialistic, aspiring to what they see are symbols of success, including things and experiences.

• Strivers - Attach importance to image and status, as a means of enabling acceptance by their peer group, at the same time holding onto traditional values.

• Contented conformers - Want to be 'normal', so follow the herd, accepting of their circumstances, they are contented and comfortable in the security of their own making.

• Traditionalists - Risk averse, guided by traditional behaviours and values, quiet and reserved, hanging back and blending in with the crowd.

• Disconnected - Detached and resentful, embittered and apathetic, tending to live in the 'ever-present now'.


HOW TO MAKE IT VISUAL•Create a profile of your ‘ideal’ audience member.– Use Audience Profile sheet on Frog

•Create a collage that summarises their life– Grab images from magazines/websites that display

what that person is like

Remember to consider both demographics and psychographics

Audience profile• Name:• Gender:• Age: • Lives:• Watches what TV programmes:• Visits what websites:• Does what when they go out:• Listens to what other music:• Wears what clothes:• Reads what magazines:• Likes/is involved with which subcultures:• Shops where:• Aspires to be:• Has how much spare £££:• Likes this particular genre because:• Anything else about your ‘character’:


5. How did you attract / address the audience?

How did you attract / address the audience?

• You should discuss your audience research and what they said they wanted to see in your film.

• Then discuss what you put into your film to cater for that audience.

• Then carry out some more audience research, asking people from the target audience what they think of your product and what appeals to them. Would they go and see it?

How did you attract / address the audience?

• Create a jing/screencast video where you display your audience research data and discuss it.

• Create a director’s commentary. Highlight the ways in which your Film Opening links to other similar films in order to attract the particular Audience you have previously identified.

• You will refer to genre conventions, use of music, similarities with other movies and what you have identified as the Unique Selling Point of your imaginary film.

• Create a video of audience feedback and analyse the results.

http://www.youtube.com/watch?v=H4Sdj0BmawQ&feature=player_embedded

http://www.youtube.com/watch?v=z5F8NT4vVb8












6. What have you learnt about technologies from the process of constructing this product?

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

CONTENT•Discuss technologies used in the creation of:– Your research and planning blog– Your opening sequence– The music for your opening sequence– The titles for the opening sequence– Your audience feedback– Your evaluation blog


CONTENT•What technologies have you used?•What technologies are brand new to you?•What technologies have you developed your skills in?•What technologies have allowed you to produce something really creative?•What technologies have allowed you to display your work in a creative way?•What technologies need careful use or planning?•Were there any times you had to do something again because you hadn’t used the technology correctly?•What have new technologies allowed you to do that old ones wouldn’t?


HOW TO MAKE IT VISUAL•Gather together the following:• Photographs of you using the technologies• Photographs of the equipment• Screen grabs of the different steps in using a computer

program• Jing video of you using a computer program and

explaining what you are doing• Wordle (word cloud) of the key technology.

www.wordle.net

•Use the visual material to Use the visual material to back up back up what you have said in what you have said in your written work.your written work.

http://www.wordle.net/


• My Wordle:


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

Looking back at your preliminary task, what do you feel you have learnt in the progression from it to

the full product?• You should compare your two products

carefully.

• Concentrate on editing and camerawork.• Grab some clips from both tasks and put them on the

blog and show what you know about shot types, edit terms and techniques.

• Make sure you mention the 180 degree rule, match on action and shot/reverse shot

Looking back at your preliminary task, what do you feel you have learnt in the progression from it to

the full product?

Confidence Attention to detail

Using a range of technologies

Team work Creativity Specialising in a particular role

Taking a lead role Creating a professional

product

Continuity editing techniques

Using media language to create meaning:Editing

Mise en sceneCinematography

Sound

Considering:Genre

AudienceRepresentation

Use these prompts to help you form your response.