Our Final Project

https://www.youtube.com/watch?v=FriSQ0ig5P8

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

https://www.youtube.com/watch?v=r2zqD8DiOyk

Looking back at your preliminary task (the continuity editing task), what do you feel you have learnt in the progression from it to full product?

Explain how you used each technique and also what you were hoping to achieve for your audience?

Looking back at the preliminary task, it’s clear that we have made progress. For example the thought process behind camera shots and angles is more distinctive and more meaningful. In the preliminary task, we just wanted to frame the shot so we had the person and the background in shot, not thinking about the bigger picture, all the shots we used were are stationary which makes it less interesting to watch. There’s a mid- shot showing only the table and the top half of our bodies to show the tension in the scene. After that there is a high angle shot over my shoulder to make Alice appear weak and small then an over the shoulder shot of me at eye level to show my disappointment.  We mostly used mid shots because the table covered our bodies so it wasn’t necessary. However in the teen angst opening each shot tells its own story. We used a lot of long shots to show how large the school is and to make the characters look small.  For example the high angle used as Aiden walks down the stairs shows that the school he goes to is enormous. Later on, we find out that he is the most popular kid in his school so he has a great social standing.

As far as editing is concerned, it became much more advanced in our teen angst opening. In our preliminary task we used match on action when Alice walks through the door we also used the 180 degree rule, we spilt the table to make it clearer, and then shot reverse shot but very basic skills. Where as in the teen opening, we had titles appear and also credits. We had titles appear on the steering wheel as well as in the style of a number plate, we also had one that was  revealed from under a tire these were simple but effect to incorporate into our piece as it makes the whole thing look more professional. We learnt how to add in transitions and effects when we changed a scene/shot and these make it clearer and more enjoyable for the audience to watch.  Our main title “Opposites” appears in the sky in the colours of a bar magnet. It instantly attracts the eye as it is large and bold. Because of the way our teen angst opening was sequenced, we didn’t use shot reverse shot as we had voiceovers instead but we did use fast paced editing to show that Aiden was late in the morning. We used freeze frames on each of the four characters when they are first introduced, this makes the audience focus and maintain interest through out.

We concentrated on mise en scene in the teen opening because we didn’t consider costumes or set in the preliminary task. We did however try and create an office type atmosphere for the preliminary task by moving the tables and fan and adding folders into the background. In the teen opening we made sure that we had focused on it more. All of the main characters wear stereotypical clothing for teenagers, such as a hoodie and jeans and there costumes represent their personalities. The setting is obviously a school which shows the genre of the film. Mise en scene was critical for our teen angst opening as it instantly shows the audience where and what this film will be about.

As we didn’t use music in our preliminary task, it was something we wanted to improve on. We didn’t use any non -diegetic sound or music mainly because we thought it was more dramatic and created suspense if it was silent. Looking back on it, it would have been better if we used some tension filled music. However in the teen angst opening we used typical teenage music and also comical music to target our audience’s age group. This made it more humours to watch for the audience.

 

 

Evaluation 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?

We used the computer the most during this  process, as it has software such as Premier Pro which is what we used to edit our project, it had Photoshop which we used to create our production company logo and Microsoft Power Point which is what we used to store all of our ideas and pictures. I also used Microsoft Word to write the script.

I uploaded all of our videos and practical work onto You Tube. I found that this was easiest way to attach our clips to Blogger and also for research. I discovered that as a group project it was for us to click the link to the video instead of using memory sticks to share the project. I've learnt that Youtube is a great resource and website for people to share their creativity and a great platform to get feedback. For evaluation 3 we decided to do a talk through on the voice recorder, I found out that you cant upload just audio files to You Tube so I put some of our pictures into a video and created our sequence for evaluation 3 on Premier Pro so it would upload to You Tube.          




I used Microsoft Word to write the script, obviously I had used word before but I found changing the layout was much more effective for writing in the style of a script.

Something that I used quite a lot during this project was Microsoft Power Point. If I thought of any ideas or pictures we could use on our blogs or on our project I would add on a slide on power point. it was also a very useful tool when including screen shots as I could edit them a lot quicker than I could on Photoshop. I also created the number plate clip on power point because again it was easier to fit the text to the car and change things around than it did on Photoshop. Currently i'm on 51 slides so I think that shows how much i've used it and what a help its been!

Charlotte edited our production company logo on Photoshop, we learnt how to layer multiple pictures and texts and create a professional picture.



We used Premier Pro to edit the project. Charlotte did the editing on the computer however I assisted when my input was needed. I learnt how to merge the clips together  and also how to make sure the sound is correct. in our first draft Rahibs voice over  was too quiet and you could hear what he was saying, so we edited our second draft we made sure to get the balance between the music and the audio correct.  I learnt how to speed up or slow down clips to make it fit with the music too.

Something that was very helpful during the planning process was Facebook Messenger, we created a group chat to organise stuff like costumes and dates outside of lessons.

 

 

 

 

 

Blogger was also useful for sharing ideas as it is easily accessible for us at home to communicate and add planning during the process

 

 

 

We used a Panasonic video camera for filming. when we had filmed a clip we would watch it back which was useful as it meant we didnt have to keep putting the clips on a computer to look at them. we also had a tripod which was imperitive for us becuase almost all of our shots where still on pan shots.

 

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

https://www.youtube.com/watch?v=PXQoB54ODI8

Evaluatuion 4 - who would be the audience for your media product?

who would be the audience for your media product?

target audience - 15-19 YEARS OLD

demographics and psychographics

15-19 year olds would be our target audience - more females than males (but it's not gender based in our film - because we have a male protagonist.) Our location for our film is in a town as it makes it relatable for the audience watching. the income level for our target audience is minimum wage as we assume they will have a part time/ weekend job. Their education level should by GCSE/ Alevels.

Their family status could be siblings and or friends. Personality wise they should have a sense of humour - amusing and their attitude must be open minded. intrests/ hobbies might be sports or dance and there  lifestyle- balancing education work and social life. Thier attitude should be open minded and confident. Thier lifestyles should be healthy and active. Their behaviour should be resectful but fun.

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

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

USP

CHARLOTTE: Our film company is called 'Tomorrow Productions', this is because the target audience is for young people looking forward and not to the past like older people. This represents the film company as it suggest that we look forwards and are modernised. The title of the film company is on the screen, this makes it stand out as the background is dark. The red seats are also very stereotypical of a cinema. We created it on Photoshop; therefore it was easy to create and has a simplistic look however it is effective. For example; the clear image of the cinema indicts straight away that the logo is related to the film industry. The image is also is a point of view shot, therefore connects with the audience as they would be in the same position.

LOIS: We would use film 4 as our film distributor as, they have distributed films such as ‘the Inbertweeners’ and our film is similar to his film, and we share the same target audience.

 

 

CHARLOTTE: We would get funding from ‘film 4’ as we would be working with them and they fund similer projects to ours. Film 4 looks for films with a distinctive voice and they want aims to push the boundaries, within any given film genre. We feel like our film does this, and it gives us a chance to use risqué humor.

 

 

LOIS: Our titles and names appear in various different ways, for example, the first name appears on the number plate in the style of a number plate, this is fun and a creative way to engage the audience. Another way in which we presented our title was having ‘Ben’s’ name roll out from under the tire, this was effective as it linked the next frame and is satisfying to watch. The main title appears in the bright sky giving positive connotations.  The colours of the letters are in red and blue as its symbolises a bar magnetAlso, it is a well known saying and fact that ‘opposites attract’, emphasising the opposites..

CHARLOTE: The unique selling point of our film is that we have a male protagonist. This is a countertype for teen angst films as many protagonist are female. Through research the only other teen angst films with a male protagonist is '17 Again' and 'The Inbertweeners'.

 

 

LOIS: Our film would be released in the summer holidays as this is when our target audience are off school/ sixth form/ college and are more likely visiting the cinema. Our film opening is set in the winter, this gives negative connotations. The film takes place over winter and develop to the summertime, which will give the ending a positive connotation and emphasises that it is a light-hearted film. Also, as the characters in the film are in their second year of sixth from, the time of years also connotes the future and the change in their life, this may be relatable for the audience.

 

 

 

 

CHARLOTTE: We would use below the line advertising. This will be more personal advertising to our target audience. We would mainly use social media to advertise as it is cheap and gives the message out to a wide audience of both genders. Also, our target audience of young adults are always of social media. In later stages of advertising we would do Facebook live q&a’s and interview with the cast on YouTube. We would also create a hashtag across social media to get the word round and to spread new information and teasers. We would also put flyers in teen magazines such as ‘Shout’, ‘Seventeen’ and ‘Teen Vogue’.

 

 

LOIS: The main image on our poster would be the four main characters, with the boys on one side and the girls on the other, with the school in the background. The title would be inbetweeners Kate and Aiden with the magnets colours. The information included on our poster would be the actors names, age rating of 15, the release date, core crew members such as the director and the film distributor. The actors name would be in the same colour they have allocated in the opening sequence.

 

The trailer would include the best bits of the film, for example the football scene. We would use the music from the opening sequence in the trailer to make it recognisable. We wouldn’t give too much away about Kate and Aiden’s relationship, as we want the audience guessing and intrigued.

 

 

 

LOIS: We would show the film in Cineworld, as it is the most accessible cinema to most young adults and it is the most popular cinema in the UK, therefore gives us a wider audience. Additionally, the red seats in the cinema are the same as the red seats in our production company logo and gives the audience a mirror image of what their seeing.



https://www.youtube.com/watch?v=rMqd8DT0nhw   

here is the link to our talk through on youtube.



 

 

Evaluation 2 - how does your media product represent particular social groups?

how does your media product represent particular social groups?

This is Kate.

• She is quite shy and quiet
• Kate's costumes is reflective of her personality – quite dull, boring and instantly forgettable if she was in a crowd of people
• She dresses for the weather
• she dresses for comfort not style
• although she doesn't care what people think of her

Kate parallels Bella's in Twilight, in personality and costume.

 

Also Hermione from (Harry Potter and the Prisoner of Azkaban)

Hermione's costume is quite causal but pretty, it's also very practical and it shows she's athletic. She's a very strong character and is intelligent but doesn't have many close friends.

 

 

These 2 characters (Hermione and Bella,) are strong female characters and are the inspiration for Kate's character because there personalities are similar in the ways that in the beginning of their films they are both unpopular and don't have many friends but also quiet different because of the supernatural elements. Kate and Jessica represent the unpopular group in school. As Kate explains in her voiceover "no one knows who I am" and this emphasises their social status.

 

 

 

 

Aiden is

• funny
• stylish
• respected
• sporty

The inspiration for Aiden's character is from Zac Efrons character in 17 Again. This was the only popular teen angst film with a male protagonist, therefore it was unique. Aiden and Zac's character have similar personalities, they are both popular and sporty and are respected by their peers.

Although their costumes are different (Zac's character wears a black leather jacket and sunglasses, where as Aiden wears a navy hoodie,) it's because of the time periods there set in. Aiden represents the popular sporty group in school.

 

 

Evaluation 1 - in what ways does your media product use, develop or challenge forms and conventions of real media?

in what ways does your media product use, develop or challenge forms and conventions of real media? (e.g film openings)

 Frame one (left on the top row,) is the title of the film. Opposites. The connotations of opposites are of  course magnets and it's also a well known saying and fact that opposites attract, (foreshadowing of Kate and Aiden's relationship.) We got this idea of foreshadowing from the film Mean Girls. Also, just normally opposite means being completely different things/ people/ objects and it gives an intriguing title to think about. In our draft I suggested that we should have some reference to magnets on or around the title - because opposites attract - but instead my group decided that it should be white. After getting our feedback from the class they agreed that there should be something to do with magnets as well. Therefore the first four letters are a bright red and the last 5 are a dark blue. I thought it should have been a bright blue to make it stand out more. These colours represent a bar magnet and add to the magnet imagery. I think our title represents our film excellently because it describes and foreshadows all of the characters. 

 

Frame two (middle top row) is the setting of our film. Right at the beginning of the film we see Aiden getting in his car at his home, this gives the audience a stronger connection to Aiden because we have more knowledge about him. Most of our opening takes place at school/sixth form. There's a montage for both Aiden and Kate whilst their voiceover is on, of them walking around the school corridors.  All off the montage clips establish where the film is based and enable the audience to have an understanding of the layout of their school and could later lead to more significant settings in the film. Also there are multiple times when Aiden walks straight past Kate in the corridors (they are both ignoring each other) this helps the audience understand the foreshadowed relationship. The montage of the clips also shows the teen angst genre well because students spend a lot of time walking to their lessons. Also at the end of the clip the boys are playing football, which is a typical thing teenage boys do.

 

Frame 3 (left top row) is a screen grab of Aiden's costume. Aiden's clothing is stereotypical for a teenage boy, he's wearing a hoodie which is quite casual and jeans which is a typical outfit for a boy of his age. However his outfit is quite stylish and its thought that popular people have more trendy outfits than unpopular people. Which leads nicely onto Kate's costume, she wears a lot more comfortable looking clothes, she also looks quite warm in her body warmer this is because she dresses appropriately for the weather. She wears minimal make up - if at all - and doesn't care what others think of her. All of the characters in our opening have the same themes running through the clothing. Typical teenager clothing. They all have at least one item of clothing that is commonly worn by teenagers of our generation, making it more relatable.

 

Frame 4 (left middle row) is a screenshot of one of our titles. I thought that it was important to introduce the main characters as creatively as possible, as this will engage our audience. This idea was influenced by Easy A as they have interesting titles too. The colour of the actors name continues through the opening to make it as easy to follow as possible. For example Rahib Khan comes up on the car bonnet in a bright green colour and this colour is used again when The popular one appears later on during Aiden's voiceover. The picture I used for this however was of Bens title. We had Bens name roll out from under the tire as if it was printed on the ground, this was satisfying to watch and was effective as it linked the next clip together well.

If we were to do it again I would rearrange the titles of the actors because at the moment it goes in the order of Kate, Jessica, Aiden then Tom. This was the order that we filmed it in however looking back it would have made more sense for it to go, Aiden, Kate, Jessica, Tom as this is the order of importance, and also how other teen angst films present their titles. Also when "Lunch" appears towards the end of our opening, the background is in black and the bold larger writing is in white, referencing that school life is very repetitive and boring, e.g black and white. 

 

Frame 5 (middle middle row) is a special effect that we used. I suggested that because Aiden was driving to school, we could use the number plate as a way to present the title. I tried putting all of our names into the style of the number plate and my group thought that my name looked and fitted the best, it only appears when the camera focusses on the bottom of the car, but it still looks satisfying to watch. If we were to add any more special effects I would try and add something when the football hits Kate.

 

Frame 6 (right middle row) is how the two main characters are introduced. It opens with Aiden so this indicates that he is the main character, when he gets to school we hear his voiceover in which he says his name and social status. There's also text that appears on the screen to emphasise this even more. During his montage there's multiple shots of him walking beside or near Kate. As they pass each other several times it tells the audience that she could be important to the story. And as it happens she is, in her voiceover she explains who she is and her social status and this shows the audience that these two people are complete opposites. As these two characters are the only people who get voiceovers it shows the audience that they are the main characters  which hopefully made the audience think that there could be a romance between the two.

 

Frame 7( left bottom row) is of our camera work and editing. The picture I used is during Kate's voiceover, its a clip were produced by appears on the screen. We positioned the camera so that each of our names could sit on the stairs and as I walked down the stairs, each name swiped away. We  put the writing in a  dark blue colour to match the colour used on our title. However looking at our final draft the text doesn't stand out so if we were to do it again I would suggest a lighter blue so its easier to read.  On our final draft we faded all of the names at the same time so if we were to do it again I would swipe them out alternately from left and right. 

 

Frame 8 (middle bottom row) is a picture that shows the genre and how the opening suggests it. In our opening, we see Aiden driving off which automatically shows how old he is as you have to be a certain to drive. We also see Aiden and Kate around the school, indicating its a teen film. Also at the end of the opening the boys are playing football which is a sport associated with teenagers. Our opening clearly shows that the genre is teen angst as we establish it's set in a school, and the main characters are young adults.

 

Frame 9 (left bottom row) is about how it sets the rest of the film up. This picture is of Aiden speedily driving down his road, it shows he is probably late and needs to get to school. We see a montage of him walking around his school and not recognising/ acknowledging Kate. Both of their voiceovers sometimes parallel each other but at the same time juxstar pose what the other is saying. At the end of the opening Aiden accidently kicks the football at Kate, this is quite funny but it is also the first time that the two main characters have any interaction.

 



Adjustments To Our Opening

I thought we should put some reference to magnets in the title - these are some ideas I had

we need to add directed by... edited by... so were going to put them creatively like we have done with the others

ON THE  SQUARE GLASS WINDOW - BECUASE ITS BARE - DIRECTED BY - it will appear once he's down the stairs and walking through the door, it will say "directed by lois Hutchinson" and it will be in a bold yellow font - because that's my colour

WHEN RAHIBS WALKING AWAY SOMETHING WILL COME OUT - EDITED BY - when he gets to the bin it will appear - it will say "edited by charlotte browning" in a hot pink - the same as the beginning

 

 

 

ON THE FLOOR - CAMERA WORK BY - this will be on the floor before rahib walks through. the words will roll away as he walks past - it will say "camera work by charlotte browning" also in hot pink.

 

 

 

WHEN I WALK AWAY THERE WILL BE SOMETHING WRITTEN ON THE GROUND - WRITTEN BY- when the first strip light turns on it makes the floor distinctive so I think that would be a good place to put "written by lois Hutchinson" - again in yellow

 

 

PRODUCED BY - EACH OF OUR NAMES WILL BE ON THE STAIRS  - it will read as

produced by

"rahib khan

ben angliss

lois Hutchinson

charlotte browning"

 because the names get longer as they go down giving a stair effect - also when I step onto the step the name will disperse as it will look visually effective. all of our names will probably be in bright blue because I thought we should have all the primary colours, (we already have red and yellow,) also we have pink and green which are bright colours too so it stands out and attracts the eye.

 

 

we have assigned each other colours so its easier to follow - im bright yellow, charlotte is hot pink, ben is red and rahib is green and these will be the same colours that come up when we put our jobs on.

Feedback On Our First Draft

• they liked the Llena de plena music
• the way our titles appeared - number plate, under the tire, over the steering wheel and bonnet
• we need to make rahibs voiceover louder
• we need to add our production company logo
• add roles in the group - directed by, written by, edited by...
• change the colour of the title to make it stand out
• add a type of magnet- the colours on the writing or picture
• the class thought that we could use a spilt screen when kate and aiden walk towards the camera together

• another thing they suggested was to include little snippets of extra footage when Aiden talks about his list of things he needs to be popular,   "1. Dress nice. Good clothes are essential. 2. Be funny . nobody will care if you can’t make them laugh.  And 3. Have a girlfriend. You need to have constant  gossip 24/7 otherwise your celebrity status wont exist." for example add in a clip of him in different clothes and add in a snippet of people laughing and gossiping.  

Our First Draft

this is our first draft for opposites

https://www.youtube.com/watch?v=53aiHlrpFFY

The Sound Of Music

today we got the 2 songs we are using and the sound effects that we need ( engine, tires and bell)

after looking into it I found out that we can not use Fireball and Bad Reputation for copyright reasons .

so instead I found 2 songs that are non copyrighted and music from the YouTube creator space.

https://www.youtube.com/watch?v=GM52KSIE9ww - we will use this when the boys are playing football - instead of fireball

and Bring It Back at the beginning instead of Bad Reputation




originally I thought that Fireball by Pitbull would be an excellent choice for background music from scene 2 onwards as it was upbeat and had a catchy rhythm,  I had heard it on Ellen and it was stuck in my head for ages and also its just a feel good song so it was definitely a good choice. Charlotte watched 10 Things I Hate About You and thought the song they used would work well with scene 1 for our opening. The song was called Bad Reputation by Joan Jett - it was stereotypical teen angst music so it was perfect. After I researched into it further, I found out that we couldn't use these two songs because of copyright reasons. So I looked through the YouTube Creator Space for non copyrighted music under the headings of Rock, Alternative And Punk, Cinematic, Dance And Electronica,  Hip Hop & Rap and R&B And Soul. it took me a good 2 hours to narrow down what I thought would work for our project. In the end I got it down to 6  pieces of music, 3/6 were songs to be used in scene 1, 2/6 were songs to be used in the school in scene 2 and 1/6 was the music used when the boys were playing football in scene 3 . I played them to my group and we decided that we would use the music Bring It Back for scene 1 and Llena de Plena for scene 2&3. Bring It Back starts with a drum roll and then fades into a repeating tune. It has electric guitars and drums, its typical music that a teenager would listen to. Llena de Plena is an incredibly catchy piece of music. It has trumpets and bongos and it reminds me of something you might hear if you went on holiday. although this music is not something teenagers would listen to, it complements the voiceovers and pace of the video. Me and Charlotte both liked it but Ben and Rahib didn't because they said it didn't fit with the teen angst genre. I did think it was risky to use because as they said it wasn't a typical piece of music that teenagers would listen to, however it is catchy and the closest thing to Fireball I could find so we decided to use it.

We didn't add that many sound effects to our project, we used a car engine sound at the beginning when Rahib gets into the car, and right at the end when I get hit in the head with the football. I found this again in the You Tube creator space. 

Number Plate Titles

in the first scene I thought it would be a good and creative idea to have someone's name appear on the number plate - because he's driving a car. I've experimented with our names and this is what I've come up with!

Now I've got all of our names, I'm going to put them on the yellow background of the number plates.

 

 

now I have added each of our names to the back of a car on the internet - not the car we are actually using -

 

 

 

 

now in editing I've put my name on the real car

 

 

Our Costumes

LEFT TO RIGHT - Aiden, Kate, Tom, Jessica

Aidens clothing is sterotypical for a teenage boy, its quite trendy, causal but stylish showing his popularity

Kates clothing is also causal but practical for the weather and school life, she dresses for comfort not style - empahsing her unpopularness as they tend to not wear stylish clothes

Toms clothing is also sterotypical for a teenage boy, as hes wearing a grey hoodie and black jeans

Jessicas clothing is also causal and normal for a teenage girl.

The Updated Script

OPPOSITES

Characters: Aiden, Kate, Jessica, Tom

 

Scene 1: 

Location – Aidens house/Driveway – morning

There is no dialogue in the first scene

MUSIC – BRING IT BACK

•             He opens the boot and puts his bag and football inside

•             He shuts the boot- and we see the number plate change

•             A shot of the door handle

•             A POV shot of the steering wheel – a name appears over the wheel

•             The key in the ignition – engine sound

•             Shot of the wheel – name appears from under it

•             We see the car drive away – pan upwards

•             A shot of the sky revealing the title, Opposites

 

 

Scene 2:

Location – the school & corridors

Aiden walking around  the school – montage

Voiceover from Aiden:

Hi I’m Aiden. I’m 17 and  I’m in my second year of sixth form. (Screen freezes) I’m the popular one. (the popular one appears on the screen.)  it’s the same record every day. Eat, sleep, sixth form, repeat. And occasionally the odd game of football. It’s not easy being the popular one, there’s certain  expectations you need   1. Dress nice. Good clothes are essential. 2. Be funny . nobody will care if you can’t make them laugh.  And 3. Have a girlfriend. You need to have constant  gossip 24/7 otherwise your celebrity status wont exist. I’d say I have 1&2 down but I still need to get no.3.  This is my mate Tom! (screen freezes – the wingman appears on the screen) Aka my wingman.

 

(As Aiden leaves the voiceover changes to Kate)

Montage of kate walking around school

Voiceover from Kate:

I’m Kate I’m 17 and also in the second year of sixth form. (screen freezes) I’m  the unpopular one. (The unpopular one appears on the screen.) No one knows who I am to be honest. I’m the invisible one without an opinion. At the moment life’s on a loop. Eat, sleep, sixth form, repeat.  Nothing ever happens here. The only person who would notice if I went missing is Jessica. (Close up on Jessica – (screen freezes – the best friend  appears on the screen) She’s been my best friend since primary school.

Scene 3:

Location – the field

 We see Kate and Jessica walking to the sixth form building - there talking. Then to  boys playing football on the field.

Shot of boys playing football 

Aiden kicks the ball to Tom but he  misses 

Music cuts out fast when Aiden kicks football – silence –

And the football hits Kate in the head

Kate: OWW!

Fade to black

 

 

Storyboards

 

 

 

charlotte drew these

Evidence Of Planning

this is a screenshot from our group chat on Facebook, we use this a lot to share ideas outside the class and plan when were going to film.

Our Timetable For Filming