evaluation presentation final

8/18/2019 Evaluation Presentation Final

1/46

EVALUATIONPRESENTATION.IMOGEN PARSLOW


2/46

THE QUESTIONS.

• In what ways does your ed!a "rodu#t use$ de%e&o" or #ha&&en'e (ors and

#on%ent!ons o( rea& ed!a "rodu#ts)

* How does your ed!a "rodu#t re"resent "art!#u&ar so#!a& 'rou"s)

* What +!nd o( ed!a !nst!tut!on !'ht d!str!,ute your ed!a "rodu#t and wh

* Who wou&d ,e the aud!en#e (or your ed!a "rodu#t)

* How d!d you attra#t-address your aud!en#e)

* What ha%e you &earnt a,out te#hno&o'!es (ro the "ro#ess o( #onstru#t!n' "rodu#t)

* Loo+!n' ,a#+ at your "re&!!nary tas+$ what do you (ee& you ha%e &earnt !n

"ro'ress!on (ro !t to the (u&& "rodu#t)


3/46

ONTINUIT/ TAS0.


4/46

OUR MAIN TAS0.


5/46

QUEST


6/46

O2ES AN2 ONVENTIONS3 WHAT A THE/)

odes are the systes o( s!'ns wh!#h #reate ean!n'. #an ,e d!%!ded !nto 4 #ate'or!es wh!#h are te#hn!#a& andsy,o&!#. Te#hn!#a& #odes are a&& the ways !n wh!#h e5u!s used to te&& a story !n ed!a te6ts e.'. aera wor+ !n7&. on%ent!ons are the 'enera&&y a##e"ted ways o( dosoeth!n'$ #on%ent!ons are 'enre s"e#!7#.

8oth #odes and #on%ent!ons are used !n the study o( 'eodes !s used !n #aera wor+. The te#hn!#a& #ode o( &!'used !n soe way !n a&& 7& 'enres. It !s a #on%ent!on ohorror 'enre that the s!de and ,a#+ &!'ht!n' !s used to #ystery and sus"ense.


7/46

O2ES AN2 ONVENTIONS3 WHAT A THE/)

Ty"!#a& #on%ent!ons o( roan#e 7&s are that they are ost #oon&y a!ed(ea&e aud!en#e. Nora&&y the d!re#tor w!&& "rodu#e a s#r!"t wh!#h wou&d '!%e aud!en#e a h!nt that the #hara#ters are a 'ood &o%e at#h. In ost roan#e 7#hara#ters 'o the!r se"arate ways ,e#ause o( an ar'uent ,ut !n soe #asesreun!ted a(terwards. Roan#e 7&s usua&&y !n%o&%e wedd!n' ,e&&s and 9owerssy,o&!:e &o%e. ;!&s 7tt!n' under the 'enre roan#e are a&ost a&ways what!n e%eryday &!(e so th!s eans that they are re&ate a,&e to whoe%er !s wat#h!n'

roan#e 7&s #onta!n se6ua&!ty$ status$ 'ender and re&at!onsh!"s.


8/46

ONVENTIONS.

• Stud!o- Produ#t!on #o"any &o'o.

• T!t&es3 the #ast and #rew.

• Genre.

• Thees.

• Introdu#t!on o( #hara#ters.

• Sound3 d!e'et!# or non d!e'et!#.

• Narrat!ons and te6t


9/46

STU2IO-PRO2UTIONS.• ;!& o"en!n's w!&& a&ways ha%e &o'os or !dent!7#at!ons

"rodu#t!on #o"any and the d!str!,ut!on #o"an!es !n%the "rodu#t!on o( the ed!a te6t. These are a&ways e6,y the aud!en#e so they #an set u" the!r e6"e#tat!ons 7& de"end!n' on how h!'h&y the d!str!,utor !s &oo+ed

;or e6a"&e !( the warner ,ros &o'o !s shown you w!&& e6h!'h ,ud'et 7&.


10/46

TITLES.• The te6t !s des!'ned to te&& the aud!en#e naes o( the "eo"&e and o

!n%o&%ed !n the "rodu#t!on and or'an!sat!on o( the 7&. Th!s '!%es e

re#o'n!t!on they deser%e.

• There !s a&ways a #on%ent!ona& way !n wh!#h they "resent the te6t. T

wh!#h they are "resented are as (o&&ows?

• Produ#t!on #o"any

• Produ#ers naes

• 2!re#tors naes

• T!t&e o( the 7&

• H!'hest 'ross!n' a#tor

• Su""ort #ast

• rew


11/46

ESTA8LISHING THE GENRE.

W!th!n 7& o"en!n's the aud!en#e shou&d ,e a,&e to esthe 'enre o( the 7& due to the +ey 'enre #on%ent!on!nd!#ate the 'enre to the aud!en#e e.' w!th a "sy#ho&thr!&&er they +ey #on%ent!on !s the use o( &ow +ey &!'ht

#reate tens!on so there(ore as a %!ewer a(ter see!n' the &!'ht!n' you wou&d +now !t was a "sy#ho&o'!#a& thr!&&e

(a#tor #ontr!,utes to esta,&!sh!n' the 'enre o( the 7& o"en!n' se5uen#e w!&& usua&&y !n#&ude a #hara#ter or e%e

!s ty"!#a&&y seen !n a "art!#u&ar 'enre.


12/46

SOUN2.

• In an o"en!n' se5uen#e there !s a&ways sound. Non3dthe ost #oon as !t he&"s set the s#ene (or the a

and #on%eys the ty"e o( 'enre and what you shou&d the 7&. S&ow and tense us!# w!&& ,e used !n a horro

soe 7&s use d!e'et!# us!# to he&" set the s#enenora&&y used !n #oedy where the a#tor ay ,e us!

• Soe 7& o"en!n's ay e%en !n#&ude theed us!#the o%era&& (ee& (or the 7&. It #an a&so ,e used to se

aud!en#es e6"e#tat!ons.

IN WHAT WA/S 2OES /OUR ME2IA


13/46

IN WHAT WA/S 2OES /OUR ME2IAPRO2UT USE$ 2EVELOP OR HALLE

;ORMS AN2 ONVENTIONS O; REA

ME2IA PRO2UTS)• I th!n+ that our ed!a "rodu#t re"resents the #oon #odes and #ona thr!&&er 'enre$ these ,e!n' the tens!on and sus"ense$ &ow +ey &!'h

#ree"y us!#. Our !ns"!rat!on was (ro The 8&a!r W!t#h "ro@e#t. In#o'(o&&ow the #oon #odes and #on%ent!ons o( a thr!&&er 7&. It !s a,o

#hara#ter ,e!n' !n dan'er and ,e!n' sta&+ed. Howe%er we a&so #ha#on%ent!on a&on' the sae &!nes as Seen d!d .

Low +ey &!'ht!n'.

Po!nt o( %!ew shot.

8e!n


14/46

HALLENGE

• We d!dn=t want our ed!a "rodu#t to @ust,e o( the thr!&&er es# (ee& so we de#!ded to

add soe as"e#ts (ro the horror 'enre.8e(ore "rodu#!n' our ed!a "rodu#t we

wat#hed TV ser!es su#h as Aer!#anhorror story. ;ro th!s we de#!ded to

!n#&ude horror as"e#ts !n our t!t&ese5uen#e$ One o( these !s !n the POV

handhe&d #aera (oota'e that !s ed!ted !n.

8rea+!n' ,ad

Our POV sh


15/46

QUESTIO


16/46

WHAT IS A SOIAL GROUP• A so#!a& 'rou" !s a #o&&e#t!on o( "eo"&e who !ntera#t w

other and share s!!&ar #hara#ter!st!#s and a sense oA so#!a& #ate'ory !s a #o&&e#t!on o( "eo"&e who do not

,ut who share s!!&ar #hara#ter!st!#s.How does your ed!a "rodu#t re"resent "art!#so#!a& 'rou"s)In !n#o'n!to we ha%e two a!n #hara#ters$ the 7rst one !s the +!s the a!n anta'on!st and &ea%es the aud!en#e !n sus"ense. W

,e#ause we thou'ht !t wou&d then ,e ore 'r!""!n' to the au

The se#ond #hara#ter !s the dete#t!%e$ he shows the "o&!#een(or#eent o( &aw that !s used !n any d!Cerent thr!&&er 7&wanted to #reate tens!on ,y us!n' d!Cerent shot ty"es su#h as

shot to show the


17/46

HOW ARE SOIAL GROUPS USUALL/REPRESENTE2.

•Gender !s usua&&y re"resented !n ed!a "rodu#ts as the (e

,e!n' the %!#t! and the a&e then ,e!n' the %!&&a!n. When%!&&a!n !t shows that he do!nates her and !n soe ways he

"ower(u& than the '!r&.

• The so#!a& 'rou" a'e !s usua&&y re"resented ,y the o&der a'ore do!nant and w!se then the youn'er ones$ teena'er

a#ross as the stereoty"!#a& teena'e. In ed!a "rodu#ts teusua&&y shown to ,e ta+!n' dru's or dr!n+!n'.


18/46

SOIAL GROUPS?

A'eGender&assD StatusRa#e2!sa,!&!tyEthn!#!tySe6ua&!tyRe'!ona& !dent!ty

I"a#t on the

So#!a& 'rou"s and ho"resented #an autoat!#

aud!en#e ass!%e&y. In'ender when a (ea&e !n

u"on you autoat!#a&&y 'atta#hent to her and (e8y add!n' th!s so#!a& 'rou"rodu#t !t #an 'et the auand !t ay ,e#oe ore

&ot o( "eo"&e


19/46

EPLAIN HOW /OUR ME2IA PRO2UTREPRESENTS PARTIULAR SOIALGROUPS

• M!se en s#ene

• Lan'ua'e

• Narrat!%e

• Aud!o

• Shot ty"es

• Ed!t!n'


20/46

LASS.• 8y h! wear!n' a sh!rt$ t!e$ sart trousers and a @a#+et he #ou&d=%e &oo+ed &!+e an under #o%er "o&!#eoF#er. In re'ards to the #&ass o( one o( our a!n#hara#ters. The sart dress "ortrays the sense o(oney and that he !s o( a h!'her #&ass. 8y h!wear!n' a t!e you #an see that he ta+es #are o( h!sa""earan#e. I tr!ed to th!n+ a,out a&& the !"ress!onthe aud!en#e ay 'et o( h! a(ter see!n' the "o&!#e&!+e #hara#ter. They #ou&d th!n+ that ay,e he !s#o!tt!n' a #r!e or that he !s try!n' to so&%e a#ase !n h!s own t!e. As a 'rou" we wanted the toth!n+ that he was so&%!n' a #ase !n h!s own t!e and&oo+!n' (or the urderer wh!&st oC duty. We wantedth!s sort o( story&!ne ,e#ause !t #ou&d show that the+!&&er has ,e#oe an o,sess!on. Th!s &!n+ed to the TVser!es Luther. In ,oth thr!&&er ser!es and 7&s the"rota'on!st !s !n there own !nd set and then doeswhate%er they #an to so&%e a #ase and !n re'ards tothe #oon #odes and #on%ent!ons o( a thr!&&er 7&

we wanted to re9e#t the sense o( deter!nat!on !n


21/46

GEN2ER.• In#o'n!to (eatured a&& a&e #hara#ters. The

"rota'on!st who !s an oC duty "o&!#e oF#er !sty"!#a&&y a&e. In a thr!&&er 7& you wou&d

stereoty"!#a&&y th!n+ o( the "o&!#e oF#er to ,e aa&e. We used a a&e ,e#ause we thou'ht he"ortrayed the deter!nat!on and sta!na to so&%e a#ase on h!s own. We stu#+ to th!s #on%ent!on o( athr!&&er 7& w!thout ean!n' to we @ust thou'ht aa!& wou&d de7n!te&y su!t th!s ro&e ore. Men arestereoty"!#a&&y stron'er than woen and throu'hout

the t!t&e se5uen#e you are &e(t to th!n+ that he w!&&7nd the


22/46

QUESTI


23/46

WHAT IS A ME2IA INSTITUTION)• A media #on'&oerate$ media 'rou"$ or medi

institution !s a #o"any that owns nuerous #o"a%ar!ous ass media> !.e. te&e%!s!on$ rad!o$ "u,&!sh!n'$

"!#ture$ and the Internet.

Med!aownersh!"

on#entrat!on o( ed!aownersh!" a&so +nownas ed!a #onso&!dat!onor ed!a #on%er'en#e !s a "ro#esswhere,y "ro'ress!%e&y (ewer!nd!%!dua&s or or'an!:at!ons #ontro&!n#reas!n' shares o( the assed!a


24/46

INSTITUTIONAL TERMINOLOG/.


25/46

THRILLER ;ILMS THAT UNIVERSASTU2IOS HAVE ALREA2/ 2ISTRI8UT

• ;ast and (ur!ous J and .

• Kurass!# wor&d.

• Kurass!# "ar+.

• Kaws.

• 8att&esh!"s.

• Maa.

• The 8ourne !dent!ty.


26/46

RELATE TO ASPETS O; THE SEQUEN


27/46

WHAT 0IN2 O; ME2IA INSTITUTION MIGHT2ISTRI8UTE /OUR ME2IA PRO2UT AN2 WH

• I th!n+ that there are a (ew ed!a !nst!tut!ons that wou&d ,e su!ted to thed!str!,ut!on o( our "rodu#t. I( we ade In#o'n!to !nto a (u&& "rodu#t !t #ou&d ,e

d!str!,uted ,y %ar!ous ed!a !nst!tut!ons. Our "rodu#t !sn=t !n one 'enre#ate'ory !t de"ends on the "erson wat#h!n' and weather they "ut !t !nto thehorror 'enre or the thr!&&er 'enre. It has "arts o( ,oth 'enres !n !t. I th!n+ thatthe a!n #o"an!es !t #ou&d ,e d!str!,uted ,y !s? Un!%ersa&$ Net9!6 and The

88. We 'ot !n #onta#t w!th L!ons'ate and Warner 8ros (or (eed,a#+$ !n soeas"e#ts I do th!n+ our "rodu#t #ou&d ,e su!ted to su!t any ed!a !nst!tut!ons.We as+ed (or (eed,a#+ (ro L!ons'ate and Warner 8ros. I do th!n+ our ed!a"rodu#t #ou&d a&so su!t these ed!a !nst!tut!ons howe%er I th!n+ that they arethe ,!''est ed!a !nst!tut!ons and sa&&er ones ay su!t our "rodu#t ore. To

narrow !t down (ro these I wou&d de7n!te&y 'o (or Un!%ersa& Stud!os. I th!n+ Iwou&d #hoose the ,e#ause a(ter resear#h!n' the!r thr!&&er 7&s they ha%e

a&ready d!str!,uted I #an see they ha%e a&& done we&& and I th!n+ th!s one !s theed!a !nst!tut!on that w!&& a+e our "rodu#t do %ery we&&.


28/46

QUESTION

WHO WOUL2 8E THE


29/46

WHO WOUL2 8E THEAU2IENE ;OR /OUR ME2

PRO2UT)• We th!n+ that In#o'n!to !s ost su!ted to "eo"&e o%er 14 so the

'rou" we de#!ded to '!%e our a!n tas+ the a'e rat!n' 14 on trat!n's. We thou'ht that "eo"&e under the a'e o( 14 ay 7nd t

to ,e s#ary so we de#!ded !t !s ost su!ted to "eo"&e o( 14 a


30/46

QUESTION


31/46

HOW 2I2 /OU ATTRAT-A22RE /OUR AU2IENE)

• When we were !n the "rodu#t!on "ro#ess o( our

se5uen#e we d!dn=t want In#o'n!to to (o&&ow the ,as!#and ty"!#a& thr!&&er te"&ate ,e#ause these don=t tendto 'r!" the aud!en#es attent!on as u#h as other'enres do$ su#h as horror and ro #os. We thenwent on to &oo+ at ore re#ent aud!en#es and whatthey want !n a thr!&&er t!t&e se5uen#e. The ,rea+!n' o(#on%ent!on !s when our a!n #hara#ter !s (a#ed w!thanother %ers!on o( h!se&(. We added th!s ,!t ,e#ausewe ha%en=t seen !t ha""en ,e(ore and we d!dn=t wantto st!#+ to the ,as!# te"&ate o( a thr!&&er 7&. In our"&ann!n' and resear#h (or a!n tas+ we ne%er!ntended to ha%e th!s ,!t ,ut a(ter 7n!sh!n' the"rodu#t!on o( our 7rst and se#ond dra(t we wanted toa6!!se the tens!on and we thou'ht ,y add!n' th!ss#ene the tens!on wou&d ,e a6!!sed.


32/46

INITIAL TARGET AU2IENE RESEARSUPPORT HOIE.

Our 7rst 5uest!on !n our sur%ey he&"ssu""ort our 14 a'e #ert!7#ate. The 5uest!on

was wh!#h one o( these !s your (a%our!teand the answer was (ast and (ur!ous. The(ast and (ur!ous 7&s are rated a ,,(# 14.

Th!s he&"ed to show us that thr!&&er 7&s #an,e h!'h&y en@oyed ,y youn'er #h!&dren and

!t !s %ery su!ted to the.


33/46

SURVE/.We 'ot ost o( th!s (eed,a#+(ro our sur%ey that we #reated.

Th!s was done re#ent&y so !t was

there(ore odern aud!en#e(eed,a#+ wh!#h !s e6a#t&y whatwe wanted. Our 1 5uest!ons%ar!ed ass!%e&y throu'hout. We'ot a (eed,a#+ (ro 14 year o&dson onwards. Th!s he&"s us#on7r that 5uest!on and that

rat!n' our t!t&e se5uen#e a 14 !sthe r!'ht de#!s!on. 8y 'ett!n'(eed,a#+ (ro our tar'etaud!en#e !ts he&"ed us addressthe!r needs ,e#ause we #an su!tour se5uen#e to what theywanted to see. To %!ew our (u&& sur%ey "&ease #


34/46

QUESTION

WHAT HAVE /OU LEARNT A8OUT TEHNOLOG


35/46

;ROM THE PROESS O; ONSTRUTING THPRO2UT)

• The 7rst th!n' we had to &earn !s how to use the #aera andhow !t wor+ed. We needed to ha%e a (u&& understand!n' o( th!s

so we #ou&d 7& our (oota'e to the ,est standard "oss!,&e. Inour 'rou" our ed!tor +new how to use the #aera and how toed!t th!n's. I "ersona&&y ha%en=t ed!ted (oota'e ,e(ore so !twas a ass!%e &earn!n' #ur%e (or e. A&& our 7&!n' was doneon a anon G1J and the ed!t!n' was done on Pro . We d!dn=tha%e the ,est e5u!"ent a%a!&a,&e howe%er we !"ro%!sedand we are a&& ore than ha""y w!th our 7na& "!e#e and the5ua&!ty o( !t. In re'ards to sounds there was a ,u!&t !n !# tothe #aera and th!s !s what we used throu'hout the"rodu#t!on o( our se5uen#e. Our se5uen#e st!&& has 'ood

sound and you #ou&d hear e%eryth!n' throu'hout. The #aerawas %ery 'ood howe%er !t wasn=t s"e#!7#a&&y ,u!&t (or the ty"eo( 7&!n' we were do!n' w!th !t. It ade In#o'n!to &oo+ %ery'ood. Our ed!tor @oe started ed!t!n' on Pre!ere then sw!t#hedto ;!na& ut. Koe &earnt (ro s#rat#h how to use ;!na& ut andyou wou&d=%e ne%er 'uessed ,e#ause the ed!t!n' was done toan aa:!n' standard.


36/46

REATION STAGE

• 2ur!n' the #reat!on sta'e o( our a!n tas+

E%a&uat!on sta'e.


37/46

QUESTION

S0ILLS AU2IT


38/46

S0ILLS AU2IT.


39/46

S0ILLS AU2IT

ISSUES ;AE2 IN THE ONTINUIT/ TA


40/46

ISSUES ;AE2 IN THE ONTINUIT/ TA

• The #&ose u" shots we

"&anned to do d!d not a&& &oo+

as "ro(ess!ona& and eCe#t!%e

as we thou'ht so we de#!ded

to s#ra" those !deas and

#oe u" w!th ore #&ose u"s

o( d!Cerent th!n's. O%era&&

th!s #ae out u#h ,etter

than I ant!#!"ated and a(ter

(a#!n' a &ot o( "ro,&es w!th

the shots I d!dnt th!n+ we

wou&d "rodu#e soeth!n' o(

th!s h!'her 5ua&!ty and 'ood

story &!ne.

Our 7rst #&ose u".

Our se#ond

Our th!rd #&ose u"

Our (orth #&ose

ISSUES ;AE2 IN OUR ONTINUIT/ TA


41/46

ISSUES ;AE2 IN OUR ONTINUIT/ TA

• Our other ,!t o( (eed,a#+ was toa+e the &ow an'&e shot o( our

a#tors (eet wa&+!n' a &!tt&e ,!t &on'er.M!ss thou'ht th!s wou&d%e ,een

ore eCe#t!%e !( !t was a &on'erdurat!on o( t!e.

Th!s was the shot !sswanted to ,e ade

&on'er so !t #ou&d thenha%e the (u&& aCe#t.

Wh!&st s!tt!n' at the des+ our

a#tress So"h!e T!n+er !sta""!n' the des+ w!th her7n'ers. M!ss (eed,a#+ on th!swas that !t #ae a#ross %ery

s#r!"ted and !( we were to do !ta'a!n we shou&d 'et our

a#tress to do soeth!n' orenatura& so !t doesnt &oo+ as

s#r!"ted.

We ha%e nthat ,!t out

not &oo+ 8e(ore.


42/46

RESEARH STAGEWhat !s the #ont!nu!ty tas+ a&& a,out)

The #ont!nu!ty tas+ !n%o&%es 7&!n' and ed!t!n' a #hara#ter o"en!n' a door$ #ross!n' a roo and s!tt!n' down !n #ha!r o""os!te another #hara#ter$ they

then e6#han'e d!a&o'ue. th!s tas+ needs to deonstrate at#hon a#t!on$shot- re%erse shot and the 1 de'ree ru&e8r!e(?at#h on a#t!on shot.ha%e a door o"en!n' and #&os!n'.shot re%erse shot. se#ond o( d!a&o'ue.

+ee" to the 1 de'ree ru&e.

The 1 ru&e !s a #!neato'ra"hy 'u!de&!ne that states that two #hara#tersshou&da!nta!n the sae &e(t-r!'ht re&at!onsh!" to one another . When the #aera !n%!s!,&e a6!s #onne#t!n' the two su,@e#ts$ !t !s #a&&ed #ross!n' the &!ne and t,e#oes what !s #a&&ed a re%erse.

PLANNING STAGE

2e6ter


43/46

PLANNING STAGEGenre?

• Our 'enre w!&& ,e draa. We ha%e de#!ded to

"!#+ th!s 'enre as !t !s the ost !ntr!'u!n' and

7ts !n the ,est w!th our !deas. We w!&& a&so

,ase !t a &!tt&e ,!t around #r!e ,e#ause th!s7ts around our sudden #han'e.

• We ha%e ,een !n9uen#ed ,y soe o( the shots

and story&!ne (ro the TV ser!es 2e6ter

• We ha%e a&so ,een !n9uen#ed ,y one shot o(

a #&ose u" o( a '&ass (ro o,&!%!ous

2e6ter

n !n9uen#ed

ose u" o( ausP&ot?Our !n!t!a& !dea !s to a+e our #ont!nu!ty tas+ ,ased around two s!des toone "erson$ we w!&& see the #hara#ter 'o (ro ,e!n' so"h!st!#ated and#a& to (rant!# and dan'erous. Th!s #han'e w!&& ,e %ery sudden to addsus"ense to our "!e#e.

PLANNING STAGE


44/46

PLANNING STAGEE5u!"ent and "ro"s re5u!red?

• We w!&& need to ha%e a su!t$ wat#h$ t!e and a

'&ass to !n#&ude !n our #ont!nu!ty tas+.

• There w!&& ,e a (ootste" sound !n the

,a#+'round to add sus"ense.

• A&& o( our #&ose u" shots w!&& ,e on a dar+

,a#+'round3 we are ho"!n' to 7nd th!s dar+

,a#+'round !n s#hoo&.

• on%ersat!ons towards the end w!&& ,e done

!n a non s#hoo& en%!ronent.

Shot Ty"es?Most o( our #ont!nu!ty tas+ !n#&ude #&ose u" shots. We #hosen to !n#&ude #&ose u" ,e#ause the #hara#ter !n ou!s 'o!n' to rea!n (a#e&ess.w!&& a&so ha%e e6tree #&oseshots.Aud!o?We w!&& ,e'!n w!th #a& #&asus!# and !n the !dd&e the,e a tone #han'e and the ,e#oe draat!#.

The us!# w!&& ,e #o!n' (rrad!o.

There w!&& a&so ,e a ,a#+'rono!se o( (ootste"s !n soe sand hu!n' too.

ECe#t!%eness? Throu'hout a &ar'e #hun+ o( th!s tas+ the a#torw!&& ,e (a#e&ess so the "erson wat#h!n' ,e'!nsto @ud'e the ,ased on the!r rout!ne and howthey dress and "resent these&%es.In!t!a&&y the #hara#ter #oes a#ross asso"h!st!#ated and #a& and or'an!sed ,utsoeth!n' then sw!t#hes the tone o( the#hara#ter and we see a #o"&ete&y d!Cerents!de to the.

PLANNING STAGE


45/46

PLANNING STAGE.

• ECe#t!%eness?

• The us!# w!&& #han'e when the#hara#ter #han'es.

• The s"eed o( our "!e#e w!&& sudden&y

"!#+ u". As the "ersons "ersona

#han'es the #aera an'&es and

shots w!&& ,e'!n to #han'e.ECe#t!%eness?

The #on%ersat!on !s eant to (u&7

soon a(ter the #hara#ters (a#e !s #on%ersat!on w!&& #oe a,out. It wa urder the #hara#ter has #oother !dea !s a %ery nora& #on%enot &on' a(ter the #on%ersat!on !s#hara#ter re%erts ,a#+ to there sose&%es. The "ur"ose o( th!s !s to stwo (a#ed the #hara#ter !s.

LOO0ING 8A0 AT /OUR PRELIMINAR/ TAWHAT 2O /OU ;EEL /OU HAVE LEARNT IN


46/46

WHAT 2O /OU ;EEL /OU HAVE LEARNT INPROGRESSION ;ROM IT TO THE ;ULL

PRO2UT)•

Throu'hout th!s "ro#ess I (ee& &!+e I=%e &earnt a &ot and I= rea&&y ha""y "ro'ress!on !n ed!a as an !nd!%!dua& and as a 'rou". The 7rst th!n' !s I=%

how to wor+ we&& !n a 'rou" and what y ro&e were as a "rodu#er. I=%e en"ro#ess o( #reat!n' the a!n tas+ and !ts ,een a ass!%e &earn!n' #ur%e. that the 5ua&!ty o( your 7na& "rodu#t !sn=t @ust a,out the e5u!"ent you=rea+e your 7& !ts a&so a,out the "eo"&e who are a+!n' !t and the "eo"

7&. We had to wor+ we&& as a 'rou" !n order to a#h!e%e a rea&&y 'ood 7na

,e&!e%e we d!d. The a!n th!n' I &earnt !s that !n the resear#h and "&ann!n

and the "rodu#t!on "ro#ess there !s so u#h that 'oes !nto !t and !t !sn=t a!ts "ortrayed to ,e. We had to do test shots$ r!s+ assessents$ story ,oardan!at!# and a &ot ore. I +new there wou&d ,e a &ot to the "rodu#t!on "ro

wasn=t e6"e#t!n' (or !t to ,e as u#h as !t was$ howe%er I d!d en@oy e%ery

evaluation presentation final

Documents