Evaluation 7- What have you learnt in the progression to your full product?

Evaluation 7

We have learnt a lot about the equipment and the programs throughout the progression to our full product. We have compared our preliminary task to our teen-angst to show improvement in different areas.

Camera Shots

For our preliminary task that Joe, Rachael and I completed at the beginning of this topic, we used a school video camera with no tripod. This meant that all the shots were handheld and shaky so the quality of the image was very low. For our teen-angst opening we made sure to use a tripod for all the tracking shots and stills, only the low angle shots and over the shoulder shots were handheld. As well as ensuring the footage would be stable, we made sure to use a higher quality camera. Rachael brought in her DSLR camera so that we could manually change the white balance and focal points. This has improved the quality of our overall film as it looks more professional.

To make our preliminary task, we had a booklet with a set storyboard of camera angles we should use. The camera angles in our task were: match on action, tracking, P.O.V, shot reverse shot, long shots, close ups and two shots. From this task we learnt and understood the 180 degree rule and why it is used.

In mine and Rachael's teen-angst we used a bigger range of camera angles to make each scene more interesting and help the tension build within dramatic scenes. Some of the camera angles we used were: establishing shots, high angle shots, low angle shots, over the shoulder shots, two shots, tracking and following shots. We also used long shots, mid shots and close-up as well as extreme close ups. We decided not to use shot reverse shot camera work in the first dialogue scene as we thought this would make the scene too jumpy as we already have a lot of jump cuts before it.

Later on in the sequence a canted angle is used when we see Brittany with someone else.
This suggests something is not right. It also suggests she has now become the antagonist.

Camera Movements

We used certain camera movements in our preliminary task such as tracking movements to follow the character that walks into the room and sits down (Rachael). This is so that we did not use just another still shot.
For our teen-angst we used a wide range of camera movement, such as: pan, zoom and tracking.
Panoramic camera movements were used when we watch Jinx walk down a path towards the camera. This is so the camera was still and the audience could take in her surroundings. We used a zoom movement at the end of the opening to move from a mid close up of Jinx's face to an extreme close up. This increased the drama within this scene.

Framing

For our first task, we didn't plan anything for it, the setting was our classroom and we didn't move anything in or out of shot. For our feature film, we planned each scene very carefully with a storyboard and a step outline. One of the key scenes, where framing was important was: when Brittany walks down the red stairs and puts her shoes on next to a red plant. We were very careful to choose the colour red as this connotes danger and foreshadows that something bad is going to happen.
During the 'getting ready' scene, we made sure that Brittany's table is covered in make up and make up brushes. This is so that the scene looks natural and real.
For Jinx's dress choosing clip, we had dresses laying in the background to suggest that she has tried on other dresses as well before choosing the white dress over the black. Jinx choosing the white dress over the black is significant as white connotes innocence and naivety.
The framing within our sequence will have a subtle impact on our audience. This is good as we want the change from upbeat and happy to dramatic and serious to be smooth.

Mise-en-Scene

Mise-en-Scene is the biggest progression that has been made since our preliminary task. This is because in our first task we didn't choose any costumes, change any lighting, move settings or use any props. Therefore, 'Gossip!' shows a massive improvement as we controlled and planned all of the above to suit each scene we shot.
For example the lighting at the beginning is bright, the bright light continues up until the characters are walking outside. This change in lighting connotes that the mood has become serious and sombre.
We used four different settings with in our teen-angst opening: school grounds, Brittany's house, Jinx's house and the estate they live in. This creates excitement as the use of different locations keeps the audience interested and intrigued.


Editing

Within iMovie, for our teen-angst we used cross cutting editing for the phone conversations and during the getting ready scenes. This means that we edited the footage so that it jumps between two different locations. We mainly used jump cuts within our product as it helped keep the film quick. IN some places we used the jump cut transition to make a clip more interesting, so instead of having a 8 second clip, we cut it into three so that it was quick and jumpy. This makes the clip more interesting and shorter. The other main transition we used was fade to black. We used this to fade in the beginning of the sequence and when Jinx shuts the door later on. Transitions were used to compliment the jump cuts as this is slow and smooth. Other than using the editing software to adjust the white balance, we used it to add the effect of a spilt screen twice within our product.  The titles were well planned and thought out to make sure they linked to the teen-angst genre.

The preliminary task was much less complicated as we only used jump cuts when editing on premier pro. This helped all the footage link together and create the final outcome. The final outcome for our task was simple as there was no titles or different transitions.

Evaluation 6- What have you learnt about technology from the process of construction?

Evaluation 6

We have used YouTube to do research on teen-angst openings by watching the beginnings of different films and analysing them so that we can fully understand the conventions. We have also used YouTube to upload our product drafts.




 We have used Blogger throughout our research and planning for our product to post all our thoughts processes and actions.









We have used PowerPoint and Photoshop to layout and present our ideas for our blog. This has mainly been done by screen grabbing  and saving the documents and then posting them with descriptions.
Microsoft Word was our main program for planning as we used it for making timetables for filming, storyboards and step outlines.





I have used my laptop, phone and iMac to communicate with our actors and plan the filming schedule.
My laptop was also used, with Photoshop, to draw the images for the story board.

My phone was used to film the first draft and the first draft was edited on my iMac using iMovie. We started to edit second draft on Premier Pro but we struggled to get going with it, so we stuck to what we were familiar with.


We used Rachael's DSLR camera to take photos of the settings we were going to use, we posted this on our blog with a description of the locations. We also took photos of the actresses so that we could do analysis of their different outfits and expressions.


The tripod was used to capture steady shots where the characters are walking and getting ready.

Facebook messenger and iMessage were used to communicate with Rachael and our actors (Bryony and Jenna) for what equipment needed to be brought in on which days and what clothes the characters needed to wear.

Here are some screenshots form my phone of the footage that we recorded and some screenshots of a conversation Rachael and I had over iMessage about the filming schedule.

To create the split screen in iMovie, I placed the clip on the left on top of the one on the right. I then selected 'video overlay settings' and clicked 'split screen'. I cropped each image to make sure both characters stayed in shot throughout the effect.












we added the title by dragging the transparent image into the place in the media that we wanted it to appear and selected 'crop'  and 'crop to fit'. This is so that the whole image fit on the screen.

 I have then gone back to 'video overlay settings' and selected 'picture in picture'. This enables me to drag the image around and place it where I would like it to be on the screen.

To insert each transition, I have dragged the transition that I wanted, for example: fade to black, in-front or after the clip I want and then edited the length of the fade.

Evaluation 5- How did you attract/address your audience?

Evaluation 5

Notes on our annotations for gossip.

• The main characters are female, this will attract female audiences as it will address situations they are familiar with.
• British film, attracts British teenagers. American teenagers might not understand as their lifestyle could be different.
• Teenage characters attract audiences of a similar age as they can relate to the characters and storyline.
• Characters wear up to date clothes like short dresses and jeans. This makes them trendy and look like regular teenagers.  
• The characters like to do the same things as the audience (see mates and hang out), therefore they share similar hobbies and experiences.
• As our audience likes to watch comedies and films with characters of a similar age to them, our film will attract them because it has comedic elements as well as teenage characters.
• Our audience prefers popular upbeat music which mean they will like our film as there is pop music in the beginning and upbeat music thought the rest of the film.
• 'Gossip!' addresses situations that teenagers may encounter during their time at school, our film may help them with their troubles as they can relatable.

https://www.youtube.com/watch?v=Laf3peHw60Y&t=6s

Evaluation 4- Who would be the audience for your media project?

Psychographics

Interests: Most teenagers like to spend their free time going out with friends and it is common to socialise by going to the cinema where they would chose a film that they would like to watch. As our film is categorised with in the teen-angst genre, we feel that teenage girls (13 years+) will be able to relate to our characters. We also believe this as the film is from female perspectives.

The music that we use provokes happiness in the audience but also keeps them intrigued as it becomes more serious.

Teenage girls are attracted to relatable characters, therefore, we have created a sequence that every teenager has been through: getting ready for a party and being betrayed.

Beliefs: We want our audience to believe in this verisimilitude world, as if they are in the characters shoes, experiencing what happens in the narrative. We also want our audience to know and be aware that our film is a teen-angst and they find it easily relatable.

Values: Our teen-angst opening sequence needs to have various camera angles to introduce the settings and characters effectively. As the setting is being introduced, we have a diegetic bell ringing and nature ambience as sound effects. After the first part of the sequence is complete, upbeat music will begin to play as the production logo and titles come up on screen. This will create a positive feeling for the audience as the sequence continues.

Demographics

Age: Our target audience age range is from 13 year olds to young adults of 21, however, the film is more likely to attract a younger audience as it is of the teen-angst genre. This is because we feel that you are more likely to struggle with friendships and school when you are younger rather than older, therefore being more relatable for a younger audience.

Gender: 'Gossip!' is mainly aimed at females as the characters are both females.

Class: Our teen-angst will be mainly aimed at semi-skilled and unskilled manual workers (blue collar class) as well as unemployed, students and casual workers. This is because younger teenagers will not be able to get a job.

Race: Aimed at all races.

Geographical Location: This will be aimed mainly at England.

Our teen-angst follows two female characters that are protagonist as the audience only sees the situations from their perspectives. We think that our target audience age range is reasonable because it covers the whole teenage years.

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

Voice over

We have designed our production company logo to be in monotone colours. This is so that it does not take any attention away from the main logo of the film. It is minimalistic so is isn't fixed to one genre.

Our logo is made out of arrows and the letters are staggered. The arrows within the word creates a play on words and the logo looks more interesting and edgy.

We would choose Paramount Pictures as our film distributer as we think that they are quite a popular company, that produce a range of film genres from cartoon comedies to serious dramas. Paramount pictures distributed Clueless in 1995, which is similar to our product as it is an upbeat teen-angst.

We would produce our film independently and we would seek funding from various sources such as Film4, The British Film Institute (BFI) , the Arts Council or try and get a grant from the lottery.

This is appose to pitching our idea to a  major Hollywood company where we would loose creative control, although we could get a bigger budget and income.

This would create a wider release with considerably more marketing power and therefore greater possibility of a box office hit and high takings. 

As we are producing our film independently it will be aimed at a more specific , niche audience.

Our unique selling point for our film is British teenage lifestyle. This is our USP because the majority of teen-angst films are from an American perspective. We think this will attract an audience as it is different from the mainstream.

We would release our film between spring and summer, just before the academic summer holiday. This is because it well match the weather in the sequence and as it will be release before a holiday, it will attract a bigger audience as they're less likely to be busy.

To advertise our film we will use posters, online adverts on social media and trailers on YouTube as adverts.

The information that would be on our poster and our trailer would be: the release date, the directors name, the production company and reviews. This is so that the audience can receive information about our product.

Our product would be shown at the BFI London Film Festival because our film is an independent production and it is close to where it was filmed.

https://youtu.be/mxyfr_2fwYI

Evaluation 2- How does your media product represent a particular social group?

Evaluation 2

We have decided to compare our character Jinx to Gabriella Montez from High School Musical. This is because we think that they are similar in characteristics, actions and emotions.

Gabriella Montez

In images of these characters they both have happy facial expressions where they are smiling and their eyes are squinted, showing how happy they are.
Also, their looks as very similar as they both have brown hair and are both very pretty. Someone with brown hair is more likely to be cast as a nicer, more innocent person, as-a-pose to someone with fair hair. They wear little/ natural makeup which connotes they don't feel the need to impress anyone, this could also suggest that they are timid and shy and that they don't really want or need attention.

We have represented Jinx as placid follow of a friendship group, she is not the leader but doesn't mind. She is just happy to be around friends and will not hold grudges against anyone. Jinx is always reliable as she doesn't have any social priorities, she isn't trying to get the 'the top' so will do lots to help others and look after herself.

The mainstream media has represented Gabriella as a timid young adult who has dreams of her own and doesn't worry about anyone stopping her or getting in her way. She has a determined nature as well as kind and helpful to others.

Their pretty looks and soft features mean that they don't go unrecognised or pushed aside however, they are not as popular as those how wear lots of makeup, bright clothes and want the attention.




Sharpay Evans

We have decided to compare Brittany to Sharpay Evans also from High School Musical.

This is because we think they both have a sassy nature and both think they are popular and loved by everyone.

The characters are standing in the same sort of way. Their poses show off their sassy and intimidation side.
These two characters have similar looks as they both have bright blonde hair and wear lots of makeup. Blonde hair connotes to the audience that the character is 'fake' as bleach blonde hair is unnatural.  Barbie dolls are iconic for their bleach blonde hair as well as being known for being 'fake' and 'unrealistically perfect'. Another example of this characteristic is Regina George from Mean Girls. Regina also has platinum blonde hair, as is know, in her school as a 'Plastic'.

Unnatural hair colours connote that the characters have physically, made an effort and changed their appearance, This suggests that they are trying to attract the most attention and stand out.



Regina George

In these images, all the characters are supporting light colours and a shade of red. Brittany is very pale and wears a red rose in her hair, Sharpay and Regina wear white and pink. These colours connote innocence to the audience and the pink and red suggests danger. As white is the dominant colour for the characters it is almost as if they are trying to disguise themselves as friendly so that they are not recognised as who they really are. This furthers how two faced and fake these characters are and their fair hair adds to this illusion.

For this character representation we have stuck to the stereotype of a popular girl however we think we have challenged stereotypes in the way that Brittany and Jinx are friends. We think that in a mainstream teen-angst wouldn't be friends and Jinx would stay away from Brittany. In our teen-angst, Jinx puts up with Brittany and forgives her for her personality traits.

Evaulation 1- How does your product use, develop or challenge forms/ conventions of real media products?

Evaluation 1

The first frame in our teen-angst, is an establishing shot of the setting. The location in the beginning the opening is a school, and this informs our audience of the age the film is aimed at.   Our characters are introduced in our second screen grab. In the screen grab the audience can see one of our main characters with their character name written layered over top of them. We did this for both 'Brittany' and 'Jinx' with the actresses names before hand. The characters name is in the same font as the title, so that the audience can tell which is the fictional name.

Within the third frame, the characters are talking to each other. In this scene the characters talk about the events that are going to happen later on (the party). From the content of this conversation, we learn that Brittany is going to meet Jinx at the party. We also learn some of their characteristics from this interaction, such as: Brittany asks to borrow a dress and tells Jinx not to look better than her. This shows dominance and Jinx doesn't seem to be upset about it.

 

The title appears in the fourth frame. We decided to include the titles half way though the opening to hook the viewer in. The audience would be intrigued to find out the title and then continue watching as they are interested by the storyline. 'Gossip!' is a suitable title for our product as the main characters are teenage girls who are stereotypically known for gossiping within their social groups. This title also fits the film as gossiping is one of the main themes  towards the end of the opening and throughout the whole film.

Conventions of a teen-angst are suggested in the firth frame as the main characters are getting ready for the party. This conveys the teen-angst genre as teenagers are stereotypically known for partying, and teenage girls are often known for taking a long time to get ready and doing their makeup.

Props, such as phones, are used from frame six and onwards. The phones are important in the opening to 'Gossip!' as they are the source of the problem when it comes to gossiping.
 

An example of editing is shown in the seventh frame. This is where 'Brittany' puts her heels on, at the bottom of the stairs. The original clip we filmed was too long and disrupted the upbeat flow of the jumpy sequence; we edited the footage and by inserted three small jump cuts, we clip was cut down a few seconds and became more interesting.

Special effects were added during editing, for example the split screen. We did this by taking two separate pieces of footage and overlaying them so the audience can see the two different settings at the same time. This is so the you can see both characters walking and going different places and doing different things.

Frame nine is an example of a camera shot we used that would have an effect on the audience. This close up at the end has a dramatic effect as it shows Jinx's emotions up close after she hears the one piece of gossip that kicks off the drama of the whole teen-angst film.