Evaluation 7 - Progression from Preliminary Task

Difference from Prelim Task on Prezi

Evaluation 6 - Skills Learnt about Technologies

To ensure that our final product could be made, there were several different software's and technologies we needed to use. These were:
- Final Cut Express
- Livetype
- Blogger
- Prezi
- Digital Cameras
- Microphones
- Red Head Lighting Kit
- Youtube

Final Cut Express was the main software that we used to put our whole project together. This software was used to put the actual sequence together, which included all of the sound and credits. To begin with, this software seemed quite complicated, as I hadn't had much experience and there was a large amount of different tools available. As the task went on more became clear, and I was able to use Final Cut Express quickly as I understood what was what. 'Cross Cutting' 'Additive Fade' and 'Colour Corrector' were the main editing techniques myself and the group used, but from Final Cut we were able to import sound effects and credits previously made. Below are some screen shots of the sequence in Final Cut.

To help produce our tital credtis, which was featured throughout our opening sequence, we needed to use LiveType. We had a lesson shown to us before we started our task on how to use the programme effectively. From that, we went then onto making the credits for our opening sequence. At first it seemed quite difficult as we weren't used to the software or able to use it to the best of our ability, but shortly after we practiced and changed a few things around it seemed quite straightforward. 

It was essential that we had a secure place in which all of our planning/research and evaluation tasks were able to be saved. Before starting the subject, I hadn't used Blogger or Prezi before, therefore I had to sign up to both of these software's. From blogger I made a blog (where we were able to embed presentations made from Prezi) which i kept updating throughout the project. Prezi was used for the powerpoints as a different way to display information, which then got uploaded to my blog. I found both of these software's really useful.

Throughout our group we all had a basic understanding of how to use the digital camera (examples such as record,stop,playback, zoom in/out). I feel however, my skills have developed significantly as I began to use the different camera angles. We also had a microphone available, this was to record specific sound effects which we wanted, for example after we had put together our opening sequence we agreed that a sound effect to go with the girl being tied up in the shed would work well. We therefore used the microphone to capture this sound. Lastly, Red Head Lighting Kit was used to improve the lighting of one of the shots - when we originally filmed it the picture came out too dark, so by using additional lighting we were able to focus it where it was needed.

Overall, throughout the project I feel my knowledge on these software's and technologies has considerably improved. I understand why they are a popular choice for film makers as they can really improve a sequence to make it look as real as possible. From starting off quite confused when using these technologies, to understanding exactly what I'm doing, is a big improvement.

Evaluation 5 - How we Attracted & Addressed our Audience

Attracting/Addressing the Audience on Prezi

Evaluation 4 - Target Audience for the Media Product

Audience for media product on Prezi

Evaluation 3 - Media Institution Distributing Product

Who would distribute your media product? on Prezi

Evaluation 2 - Media Product Representing Social Groups

What social groups appear in your opening sequence?
In our opening sequence we used a young teenage girl. The original plan was to include a grown man also, this would have been an additional social group - but when it came down to it, we believed that it created more suspense leaving the man out of the audiences view. We therefore resulted in using only this young girl.


What is the stereotypical representation of these social groups?



There is usually a stereotypical view of a teenager, and this representation of them is often shown within films. In some films, teenagers will be shown as aggressive, lazy, criminals and most likely to be involved in violent behaviour, as the image to the left demonstrates (Kidulthood). 

You will watch them partying, out with friends and having a good time, or controversially sleeping around the house, not moving from the sofa all day. Teenagers are related to as having 'attitude', no manners and are constantly swearing (whilst smoking and drinking!). This image shows teenagers partying in the film 'Step Up'.

However, the representation of girls is different. Girls are seen to be innocent, vulnerable and 'dependent' on others. But also 'girly' and very neat with their appearance. Although some films do go against this ,most of the time this is the way a young female will be represented. In the film 'Grease' and they show girls all depending on each other.

How has your opening sequence represented them in a conventional or unconventional way?
Our opening sequence has represented teenagers in an unconventional way, although our character used is a young teenager she still goes against the associated stereotype. We do not see her partying, participating in criminal activity or ultimately sleeping. But instead we see her as being vulnerable and the victim. The camera angles I think play the main part in demonstrating this, both times the girl comes on screen, we see her tied up. We agreed to use a low-angle shot as this shows that she is uncomfortable with the situation but also inferior to whoever has tied her up. This goes against the stereotypical view of a teenager, and therefore we have represented her in an unconventional way. However, a girl being tied up does promote the stereotype of girls as it shows her to be weak, therefore in this sense a victim, so our opening sequence does suggest some type of conventional representation. 


Why have you chosen to represent them in an unconventional way?
I think by choosing to represent the teenager unconventionally it makes the opening sequence more interesting. The audience may not understand what is going on but at the same time want to watch on to find out - narrative enigma. The audience may at first find it hard to identify with the character, but by the sound effects of her whimpering in the background, towards the end of the sequence they start to understand the situation of her being tied up. By not following the stereotype of a ‘dangerous and out-of-hand’ teenager, I think the audience would want to watch on to find out the rest of the storyline.

Evaluation 1 -Media Product use Conventions

Media product using conventions on Prezi

Director's Commentary

Below is a clip showing you the directors commentary about our opening sequence. 

Final Focus Group

Music Evaluation

The music we used in our opening sequence is very classical and eery. It gives the opening sequence an uncomfortable feeling and it creates tension within the audience. It is a contrapuntal sound because it is relaxing and calm however what we are seeing is creepy and chilling. I feel this is a good technique because it gives off a daunting feeling creating narrative-enigma leaving the audience wanting to watch on, but scared at the same time. Below is the music we used for our opening sequence.

Final Opening Sequence