last of evaluation questions

4) Who would be the audience for your media project?
5) How did you attract/address your audience?
6) What have you learnt about technologies from the process of constructing your product?
7) Looking back to your preliminary task, what do you feel that youhave learnt in the progression from it to the full product?

Evaluation Questions 3

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

Evaluation Questions 2

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

Evaluation Questions

1) In what way does your media project use, develop or change forms and conventions of real media products? (i.e of film openings).

Our Final Childrens Film Opening Sequence

Final Edits and Exporting

After thinking we had finished editing our clip last lesson. We had a quick watch and discovered some minor faults that we had to fix. We added in some extra slides with text on and changed some of the lengths of the film. We also had to alter our garage band soundtrack. We made some of it longer again and added in some extra sounds to create a better soundtrack for the film.

6th November-Last editing lesson

Today we had difficulty putting all our footage together so we ended up changing round a lot of the work. We also had to edit our soundtrack to make it fit in time with our footage. In the end we made it all work and used our split screen shots at the beginning of the clip rather than nearer the end. We thought that this worked better and made it more obvious what the film will be about. We also added text in between some parts to make it obvious for the viewer to understand. Overall today was a very productive day and we got everything done that we needed to although we think that the sound could have been a bit better so we will use this knowledge for future projects.

Movie Soundtrack

The soundtrack we used was created on garage band and took about 2 hours to complete. It's is not very complicated so that it keeps with the conventions of a childrens film so that they can easily take it in and understand it.
The city ambiance at Zac's old school keeps with the city surrounding he's supposed to be in at the time.
The acoustic country style thereafter is representing the country life that the girls live in.

5th November - 1st editing lesson

Today we finished our soundtrack for our clip and continued editing our footage. We now have all of the footage we want to use and have begun putting it all together. Our first part of the sequence Is nearly complete so we should hopefully be finished by next lesson.

3rd November - last filming lesson

Today we finished all of our filming and it is to the high standard we wanted despite having to continue filming in the pouring rain! We have now made a start on the soundtrack and the editing of all the footage we have captured so we can hopefully have a finished film by next week.

Opening Credits Analysing

For the opening credit sequence we looked at monsters inc.
The text font used was very large and bold and in different styles and colours, this would apppeal to the younger audience and it would very easy to read and the bright look of it would make them want to read it.
The actual text used was very limited, this has probably been done to keep it is as easy to manage for children as possible, and at the end of the day they're here to watch a film not read it.
The text arrived on screen in many different ways e.g sliding or jumping in quickly to keep the kids glued to the screen.
Before finally ending on the logo design of the way the film title is presented, to make the name memorable.

Analysis of Shrek theThird's credits

we chose to analysis Shrek the Third's credits at the end of the movie. Our findings were that:
- There was lively music in they background while they were going on.
- The baby shreks were rolling about and hanging of of the letters of the voices of the characters. This made it interesting for younger children to watch because it was entertaining and funny.
- The style of writing the the first credits were in were obviously chosen because they would suit the younger audience.
- After the main credits had gone, the remaining ones had 'donkey' and 'puss in boots' dancing around the words and making silly comments.
- The credits went quite fast so they didn't bore.
- They were very well done becasue they were interresting to watch becasue they were funny for both adults and children.

Our Film Classification

After Looking at the classifications for both the U certificate and PG we have decided that the rating for our film will be a U.
The Reasons for this are:
It is suitable for all ages to view.
It has no drugs or sexual content.
It has no emphasis on realistic weapons.
It has no bad language or discrimination.
And it should have a positive message for children.

More Soundtrack Analysing

To discover what soundtrack would be needed for our childrens film 2 minute clip, we looked at similar genre films. We decided to concentrate High School Musical. We thought this would be a good choice because the characters in the film are the same age as the ones in ours and it was set in a school which was also similar to our storyline.
We discovered that straight away the music matched the moods of the characters; happy and upbeat. This kind of music is needed in a childrens film because it keeps them entertained and makes them more familiar with the film which will strengthen their interest in it.
Because the film is targetted at teenagers too, they have selected music with a hip-hop style, so therefore a wider audience enjoys the film rather than it just being targeted at a specific age.
We will want to use something similar to this and will look for upbeat, fresh sounds on Garage band to create the perfect song to use.

U Rating

U rating stands for universal.

If it is classified as a U, the film must be

- suitable for 5 years +
- have a possitive message to children
- offer reassuring counterbalances to threats
- suitable for children to view alone
- include no bad language or discrimination
- have no drugs
- have no sexual content
- have a big no emphasis on realistic weapons

We used the information we had learnt in our lessons to create this post.

PG Rating

The PG film rating means:

• General viewing, but some scenes may be unsutible for children.
• Unaccompanyied children of any age can watch.
• A 'PG' film should not disturb children ages eight or under.
• However parents are asked to consider whether the content may upset younger or more sensitive children.

This was taken from www.bbfc.co.uk. This is a reliable source of information and that is why we used it.

22nd October - second filming lesson

Today we captured most of the joint scenes. We managed to get a lot done in this lesson, so we have made up for the filming we missed on our previous lesson. The shots that we have left to film are simple, easy to do farming shots. Next lesson we will complete out filming and we will have all of our footage left to edit.

20th October - 1st filming lesson

Today we stated our filming for 'The city and the country'. We all agree that the filming could have gone a lot smoother and we could have got more done. The reason for this is because we had a couple of shots that were very difficult to capture, so this took a lot of time so we didn't get as much done as we needed to. This means that next lesson we will have to work harder and get more done so that we can catch up on what we should have done today. Todays footage was mainly of Ben as Ellie and Leah didn't have their equiptment, so we will concentrate on their scenes next time.

Story Boards

These two story boards show the different shots we will use to create out two minute clip. They show a rough outline of how the scene will take place. This will be useful for when we are filming because it gives us a plan to follow.

Soundtrack Analysing

To analyse a soundtrack we looked at the opening title soundtrack for Monsters Inc.
The conventions of a childrens film soundtrack are:
Very upbeat, lots of major (happy) phrases used, hardly any minor (sad) phrases used at all, this appeals to children as the way it makes a child feel is very important to how successful the film is.
The upbeat rhythm keeps them entertained so they don't get bored and begin to complain.
The instruments used are mostly brass instruments as if it was played by a small jazz band. This is quite strange for a childrens film as jazz isn't normally very appealing for children and its target market is more aimed at middle aged adults.
For our garage band soundtrack we will use the upbeat rhythm but maybe use some more modern day instruments.

Timeline for childrens film

This time line shows us a basic outline of the 2 minute scene. we have split it up into three sections to make it easier to capture the different clips. When we film, this time line will help us as it will give us a guide of what we need to include.

Quick Plan

Script

Locations and quick plan:
Zac walking through his old city school carrying all his old books from where he is now leaving. pan shot of him walking past the pond then long shot of him walking towards camera and out of the school doors. Then a close up of Zac throwing his books in the bin.
Switches to Chloe and her friend Ellie doing some farming in the fields. Long shot of the girls walking off of a field. Ellie then leaves Chloe to go home and Chloe carries on walking home.
Split screen of main characters Chloe and Zac both walking along but in their different environments, (Zac in car park and Chloe walking through the forest, Zac on the computer, Chloe reading a book, Zac texting, Chloe going to post a letter)
Screen of The City and The Country and credits with some lively music.
Then music can stop and goes to Chloe and Ellie are walking along through school chatting then Zac comes running through with all his new books and bumps into the girls and drops everything. Ellie says see you later Chloe and Chloe helps Zac with his books and they start chatting.

Final ideas

Our final ideas are that we are going to use ourselves as the actors rather than using lego because we thought it would be less time consuming and funner to make. We will have two main characters, a boy and a girl and another character who is the girls friend.
We will use a series of different locations to complete the clip but mostly ones of the countryside as this is where the majority of the film will be based.

Practice Story boards

We had to do practice story boarding on 'back to the future' in the beginning tracking shot. We had to look at 4 elements of the shot and makes notes on them, they were:
1) camera movement (Ellie)
2) mis-en-scene (Ben)
3) sound effects (Leah)
4) character position (Ben)

Camera movement..
- sweeps over the room, pan
- close up
- extreme close up
- point of veiw
- a low angle

Mis-en-scene..
- lots of clocks that all tell the same time
- we see the character enter, but only from below his knees
- we see the missing Plutonium
- we see his inventions
- we see the news on the TV about the missing Plutonium

Sound Efects..
- clock ticking all the way through the shot
- women talking on the TV
- all the different things that are going on throughout the scene are accompanied by sound e.g. the tin being opened.

Character position..
- We see the newsreader stay in a stationary position while she tells the news.
- We see the character enter and walk along the room.

Initial Opening Ideas
we are going to use animation for our childrens opening.
we will draw a backdrop for the different scenes and we will use either plasticine or lego characters.
our narrative ideas are that we have two main characters, one girl and one boy. they both live far away from each other but get brought together by fate when the boy is sent form the city to a new school near the girls farm, where they become best friends and fall in love.
The boy will be called Zac, he is 15 years old and the girl will be called Chloe who is also 15.
The film will be called The City And The Country and it is a PG.
the opening sequence: split screen of the girl in her natural surrounding and the boy in his both doing similar things but they are actually completely different.
the genre is an adventure/love story.

Continuity task

continuity task

We are working on the continuity task before starting the children' s opening sequence coursework.
We are doing this task to prove that we have practice in using the media software and can understand all of the cinematography terms.
Script: normal conversation between students.
Leah walks into the room and sits down.
Leah: hi Ben
Ben: hello, are you alright?
Leah: I'm okay, you?
Ben: I'm not too good, I'm swamped with coursework
Leah: Gutted I'm not.
Ben: Yeah my media teacher is driving me up the wall.
Leah's phone begins to ring, and she answers the phone.
Leah: hello? oo hi, yeah im good thanks and you? ooo my god really! hang on a sec... byeee ben see you later :) (sharp exit while still talking in the phone).
Shot-Reverse-Shot during entire conversation. long shot of leah walking out of the room ath the end of the room.
Ben and Leah will act, Ellie will film.
It will be filmed somewhere on the school site.

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