Evaluation

In what ways does your media product use, develop or challenge forms and conventions of real media products?

The key conventions of a title sequence are details of cast and crew, the film's title, an introduction to the character or character type, Indication of place, indication of historical period, introduction to signature theme tune, information about genre, question that the viewer finds intriguing, patterns and types of editing that will be echoed in the remainder of the film and lastly the mise-en-scene and cinematography used. We had to make this apply to our film, which is a black comedy. This means we had to follow the conventions of the sub-genre, which are a comic but slightly sinister typography, a dark theme or situation, but with added humor or ignorance, and a soundtrack or song, which can be contrapuntal.

In our title sequence we have all the necessary information needed i.e. directed by ‘Edgar Wright’, which is a code. We also use a comic but slightly sinister typography which fits the convention of black comedy. The music selected for the sequence was comical and upbeat which contrasts the films dark issues. This is not only a convention of black comedies but music is also a code of title sequences. Corresponding with the conventions of title sequences, within our one, we have shown where the film is set (school), character type (geek), the historical period (present) and information about the gene (the opening scene).

How does your media product represent particular social groups?

Our title sequence represents particular social groups, mainly because it is set in a school environment and our main protagonist is a schoolboy. This then means that the target audience of teenagers will be able to relate to the characters and some of the situations. The main representation in our film is the way the main character is shown. The character is shown to be a geeky, unsociable and lonely through the whole sequence, which are quite serious subjects. This triggers the events of how Ronald gets mixed up in all the chaos throughout the film. We want to make it a enigma for the beginning of the film. The black comedy adapts these negative themes and manipulates them to a type of comedy. We have purposely not shown the protagonist’s parents due to the fact that later in the story we find out that his father has left home and also that his mother does not care for him.

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

The institution that we used to distribute our film was Studio Canal. The primary reason for choosing this company was because it has previously distribute other films such as ‘Hot Fuzz (2007)’ and ‘Shaun of the Dead (2004)’ that fitted the same genre as ours. The reason we chose Studio Canal was that they had previously distributed the same type of film that we had, so we believed that they would be able to reach the correct target audience. For example making sure that the film is advertised in a way that young people will see and interact with. The company would do this primarily using the correct techniques. Therefore, they would make sure that the film would make sure that the film marketing would be positioned in the most popular places use by teenagers i.e. shopping centres, where they spend a lot of time.


Who would be the audience for your media product?

The chosen target audience of our title sequence is sixteen to twenty-three year olds, purely on the basis of the nature of the film and the themes that our film addresses (i.e. school life, social groups and depression). This is a mass audience as the age range is vast and the film is more inclined to make more money. Choosing this audience was a hard process as we had to make sure that we knew exactly what the audience would like. We had to debate as a group and with the subject teachers, to who would really appreciate what our film was trying to communicate. I the end a decision was made and we where able to move on with the films progression. Also, for the film to be successful we needed to choose a secondary audience. We look at all the themes and decided that this audience would be 20-30 year olds because they can still relate to school life.

How did you attract/address your audience?

We asked for audience input in the early stages of development by handing out questioners and surveys. This helped us make sure that every step we made would have a reflection on what our target audience wanted. This had an impact on the typography we chose, the way the characters where represented and how we had shown the settings and locations (to be as acierate to the truth as possible). We also had to made sure that the films themes where shown in a way in which teenagers/young adults would understand and could relate to, which then would attract theme to see the film. Also from further research we look into what our demographic like and what appeals to them. The top result from the research was the themes comedy, violence and romance which our film includes.

What have you learnt about technologies from the process of constructing this product?

Through this unit of the course, I had been introduced to a range of new technologies that would test my newly found knowledge. The first new technology was using the camera. As a the director of our title sequence, I was responsible for everything that was happening including the camera, so I had to make sure I was clear on what I was doing. The key to learning how to use these technologies work is just using them. This shows in our title sequence that some of the shots have become more professional, purely because we had got used to using the camera. The most necessary factor to the filming process was to get the right shots because if this is not the case, the editing process will become a lot harder and you may have to reshoot the footage again. Therefore we made sure that we did this to save time and a sure that our sequence was of the highest quality. There where many limitations to shot a film in and around school. The first thing was that our cameras where not of the highest standard but also the locations where hard to shoot in as we did not have the luxury of having sets and areas cornered off.

Once all the footage was found, we had to uses the iMac computers and software called Final Cut Pro to edit our title sequence together. This was the hardest technology that I had to use. I first had to have a small tutorial on the basics of using Final Cut, which helped me understand the necessary elements needed to make sure we edited properly. As the director, even though the responsibility to edit was not solely on me, I had to make sure I knew what needed to be done and how it was going to be done. This allowed me to work with the rest of the team to make the shot work. This showed in our final piece. Overall using these technologies taught us the importance of new digital processes and how much easier it is in comparison to actual film a literally cutting film. It has helped me understand the film process too, as I know have had a taste of the final production stage of creating a piece of media and how it helps pull the whole film together.

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

Over the last three months I have learnt a great deal about the amount of hard work that is needed to make a film or title sequence. From the very beginning I had to do the hard task of coming up with a concept for a film that would have to be sold and with stand the whole task. The idea making would not be possible with out the teamwork that helped make the idea possible. Throughout the preliminary task the key to the success was teamwork and how we worked together as a unit. Most of the important decisions where made as a group, with out the group the title sequence would not come out as well as it did. The research was the first thing we had to do as we had to make sure we knew exactly what title sequences were like but also the features of our chosen genre. This process helped me understand the importance of the title sequences and how a good sequence is broadcast to its audience. This helped a great deal in how we carried on through the development. This whole stage of development and research has helped me understand how important it is to making the final piece good.

Furthermore, throughout during the filming progression of my continuity sequence, I did not know how to use shot types in a captivating way. For example, using over the shoulder shot in clever ways to communicate the right meaning to the audience. This procedure reflected in our title sequence as we were able to use the many types of cinematography in clever and unique ways. This was one of the positive aspects, which were commented on when we screened our sequence. The editing was a new experience for some of the members of my group but for me, I was able to use my existing knowledge and build upon it to make the editing more slick and natural. For the majority of this process I took a back seat (as my role within the group was director) so I left a lot of the process to the editor. Even though he was in control of the mouse, we all were able to make comments and make sure we where all happy with the outcome.

Overall from completing the preliminary task, I have gained knowledge including, how to research and prepare correctly for any practical media, how to use the right conventions in the chosen media type and genre, how to work as a team to create a piece of media (i.e. the title sequence), how to use the many types of technologies and finally how to make a successful opening sequence. I have taken a lot of key skill from this task that will help me in the future and could improve the way in which I make and enjoy media.

Final Title Sequence

Feedback

Below is one of the feedback sheet that we received after our audience viewed our film. Overall the comment where mostly positive but we did get some criticism. The buzz of the title sequence was generally good so I believe that we got our demographic correct.

Journal: 21/02/12

In today's lesson, it was our first screening to our class. We where given the opportunity to show our first cut of our title sequence to our demographic audience. This is the first time we have shown or work so it was a nerve racking experience. The aim of this task was to make sure we new what needed tweaking, to enable use to get a highest grade as possible. The feedback from this task was very positive from both the target audience and also the class. My teacher said that the titles, typography and design where 'excellent', music track and performance where really good. The students comment where also good. Some said it had 'good pace' and also 'good use of diegtic sound'. Overall we where happy with this feedback but there where some improvements to be made. The initial music was to sinister for the film and did not quite work. Also the voice volume needs adjusting. Apart from that we need to shorten the film too. These are whet we need to do to improve our title sequence

Journal: 24/01/12

In todays lesson, we began to properly start editing as a group to get the final piece done. We where in the Mac room, a we decided who was editing and who where laying the title on the sequence. We managed to get a lot done in the lesson, and our teachers like the progress we where making. They had a few things they said that we had to change but overall, we had a good sequence. THis was a really beneficial lesson, for progress.

Title Sequence Music Choices

Shoot The Messenger
https://audionetwork.lgfl.org.uk/show-production-results.aspx?stype=4&keywords=shoot+the+Messenge

Walking The Dog
https://audionetwork.lgfl.org.uk/show-production-results.aspx?stype=4&keywords=Walking+The+Dog

Yeah Boy
https://audionetwork.lgfl.org.uk/show-production-results.aspx?stype=4&keywords=Yeah+Baby

Maybe Not Now
https://audionetwork.lgfl.org.uk/show-production-results.aspx?stype=4&keywords=Maybe+Not+Now#


Above are he links to our music that we have decided to choose. We looked on a websites which contained copy right free music. The reason for this is because we had to follow the criteria which was use either copy right free music or create your own. As a group we all sat around one computer and went through a variety of different music, we choose the four tracks above and from them we had to choose one. The reason in which we chose these particular music tracks is because we believed that it fitted our genre and successfully portrays it. As a group we narrowed it down to the song in which we will use for our title sequence the song that we chose was Maybe Not Now. The reason why we used this particular song is because it was the one that fitted our title sequence best and also because it had lyrics. We believe because our title sequence doesn't have much dialogue if we didn't have a song with lyrics it wouldn't be as entertaining.

Final Film Poster

Above is the final poster for our film. We have kept all the features used on the mock-up but this time we have used our own images. We took a photo of our star of the film in front of a green screen then cropped it our on photoshop. I really like the outcome of the poster as it uses all the right conventions but also look slick and professional.

Journal: 20/01/12

In today's lesson we where able to keep on target and film the shots we planned to do in the previous lesson. This time we had all the group members there so we where able to get what we wanted done there and then. We also found that it was easier to shoot with a script aswell as a storyboard as the actors where able to know exactly when to say there lines. This avoid a lot of mistakes and kept us on track. With the help from our teacher, we where able to keep expanding and improving our intital ideas and therefore make our final title sequeces of a high standard. Overall this lesson helped use get back on track with the shotting stage and we hope to film over the weekend.

Journal: 19/01/12

In today's we where again editing, and experimenting with different timing so our sequence flows. Where using what we learn from the Final Cut Tutorial to edit our footage, and as the lesson progressed we got more confident with the software. Editing takes a long time, and can be quite time consuming so it was hard sharing the editing as both group members wanted to edit. We originally planned to do a reshoot of our opening scene, but because we where one group member down we were not able to do this. Instead we began to record the voice overs and addition voice clips for our sequence. We did this using the Quicktime voice recorder as it is easy to access and use. We had to record the different voiceovers done by the main protagonist (Ronald), which was very frustrating as our actor had no choice but to read the script of the page, which was hard for him to grasp. Overall I think we managed to use the time wisely and we hope to film in the next lesson.

Script

Ronald: Grade ‘A’ Killer

Scene 1

The film opens in a dark room where all is seen is a beam of light vaguely highlighting a young boy’s face. His facial expression indicates that he is watching something but the audience is unclear about what exactly is happening. There voice about halfway into the shot…

Voice: I am feed up with all these perfetic excuses, you have had me wrapped round you little finger for too long…

In the next shot, we are shown the point of view of the character in the dark room peering through a tiny gap where, what looks like, a door opening. We can now see clearly a classroom where a teacher is standing over a student. The student voice cries…

Student: Please I didn’t want it to go on for this long, I just need the answers. That’s all, you understand right?

Teacher: Sure I do (sarcastic), this was all one big misunderstanding. You haven’t turned my life into living hell or anything, I’m just going to let you just walk on out of this room without you being punished…

Student: Yes please just let me go… (Almost crying)

Teacher: Well actually I’m not going to let you go, but I am going to make sure you pay for every bit of misery you caused me. This will be the end for you…

Student: Please I don’t what to die all that stupid stuff I did, I’m sorry…

Teacher: Well that isn’t good enough.

Now we are back to the dark room where we again see the mysterious outline of this young boy where suddenly we are submerged in darkness until the light is turned on to reveal a young smart school boy in his school uniform. He is panicking…

School Boy:(in his head) Oh crap what the hell is happening, more to the point why is it happening to me. I’ve never done anything bad to anyone. Snap out of it Ronald, you need to save that student, you can’t just stand in here and listen to him get beaten to death. I need to find a weapon…

(We then see Ronald vigorously searching through the shelves)

Ronald: Roll of Paper; not the most strong weapon maybe something a little harder, Spray can; not good enough I’ll only be able to get one hit, Lamp; not my ideal weapon but light, this will have to do.

Then we are back to the classroom where the young student is curled up in the corner. The teacher is stand away from the student still shouting fears demands…

Teacher: Right you avoiding this anymore, you are going to die today and there nothing that you cunning mind can do about it…

Then suddenly Ronald appears behind the teacher with his weapon raised high, he has angry face swings for the teacher and just before impact…FREEZE

TITLE SEQUENCE

Ronald: I bet you are curiously wondering how a little small time geek like me ended up in an epic fight for survival, well my started like any day in the small crappie town of Welling, where my life is normal and boring and nothing really exciting happens. I thought I would have to spend my entire life here; well that’s what I thought…

Ronald: As you can see my life is pretty average, there’s nothing special about it, but that’s all about to change, a soon as I step through the gates of Wellington Secondary school…

BACK TO FREEZE

Then we are back to where we left with Ronald about to swing for the teacher when there’s a knock at the door…

Student at Door: Sir, can look at this essay that was due for tomorrow but I wanted to make sure it was all oookkaayy… (Shocked face)

Journal: 17/01/12

In today's lesson we took the time to look over the footage that we had and began to decide what needed to be re-shot and what was okay. We discovered that the shot we took when filming in our school location dead not look as good as we expected when edited together. We debated the possible reasons for this and settle on that we had to re-shot as soon as possible. The main part of the lesson was about how to use the editing software Final Cut Pro on the iMac's. We where given a basic principles tutorial to really get to grips with using it. We then got given the chance to start playing about with the software. I really enjoyed using the software as I was able to use it confidently when I left the lesson. Overall in the lesson I learnt exactly how important it is to get the right shoots but also how to use Final Cut Pro to edit our title sequence.

Journal: 13/01/2012

In todays lesson we had a first shooting session where we began to film the first few shoots for our title sequence. We began by first shooting the shots we had created on our story in order. This was working until changes had to be made to our film but also our storyboard. This due to new ideas from fellow group members and advice giving by our teacher. We where considering better ways that the original shots could be adapted to broadcast different meaning that could be interpreted in a easier way for audience members. This was our first real step in the production side of the coursework and we now know how hard it is to film but also how enjoyable it is.

Possible Locations

Here is our first location shot. This is a possible bathroom that we could use in our title sequence. The colours of the room work with the narrative and genre of our film purely because the black and white connotes good and bad and the contrast between them. This is represented through our main protagonist. This is a good location as it demostrates all the features we need.

This is another location shot of a possible kitchen for the opening sequence of our film. The colour scheme of the room again works very well as the red units connote blood of death in contrast to this geeky charater we would see through out. I really like this location as it demostraites again the features we are looking for in a location for our film.

Titles For Sequence

Journal 10/01/12

In today's lesson we had a chat with our teacher about our Title sequence and film idea so far. We discussed what we wanted the final piece to look like, when and where we could film and she told us the possible improvements. She said our idea was very strong but the ending of the sequence needed a lot o work. So the next step in the process is to develop the ending. Also in the lesson I started to create the titles for our sequence. I used the chosen fonts to do this and the outcome was excellent. I think that in today's lesson we accomplish a lot.

Mock-Up Poster

Above is potential poster idea that we could use to publicise our film, I have used all the right conventions including billing block, USP's (Director) bold images and also the title (the chosen one). I have chosen the colour scheme that I used is to signify to the audience the dark and comic area of the film. This is shown by the contrasting black and white back ground. This also shows the progression of how bad things get thought the film. I have chosen to keep the audience focus on the character who is dominating the poster. I have done this to signify the main character that this film is focused on thought the move. The dead body silhouette is used to high light possible story narrative that will be featured in the film. Overall I like the outcome of this poster and I believe I would be successful if it was used.

Final Typface and Title

We have decided to stick with the original typography created when we thought of the title name for the questionnaire. This is because of the use of font size, style and the iconography is represents of darkness and death, but the possitioning of the text connotes a less serious feel and a element of comedy. Overall me and the rest of my group are happy with the outcome.

Title Sequence Design Company Logo

Above is the logo for our own unique title sequence designers logo. This is the company that will be featured in the openning sequence for 'Ronald: Grade 'A' Killer'. I like how professional the overall logo looks and I feel that it would suit the final film.

Jornal: 06/01/2012

In today's lesson me and my group were focusing on getting all our pre-production work finished. We also finally finished our animatic which will gave us an idea of what the final title sequence will look like. We were also given the opportunity to plan our film schedule so we can began filming in the near future. I have really enjoyed completing all the pre-production tasks as its given me an insight of the film industry.

Ronald Grade 'A' Killer Animatic

Finished Storyboard

Chosen Production Company Logo

This is our chosen production that our film will produced by and also distributed by. This is our own personal company that we have created. This will be featured and included in our Film's title sequence.

Questionnaire Results

We had given out 15 questionnaires to a audience varying from 16-18. The results were as shown below:

Ronald: Grade A Killer - 6

Books, Babes & Brutal murders - 4

Student Body- 2

Big Mistake - 2

Books, babes and brutal Deaths - 1

Detention - 0

Late Slip - 0

Secondary Psycho - 0

Bods, babes & Brutal Murders - 0

Secondary Scoundrel - 0

Journal: 05/01/12

In today lesson we finally finished our storyboard and also came up with the film name. At the start of the lesson we firstly began to finish the storyboards that we started on Tuesdays lesson. We where able to get a clear idea of what our final storyboard was going to look like. We also where given so brilliant advise from Shaun to add some extra shot to our film. This abled us to get a decent length final storyboard in which we where able to start colouring in. We where also discuss the results of the film title questionnaire (which was handed out to our target audience) so we could finally know the name of the film we are making a title sequence for. The chosen name for our film is 'Ronald: Grade 'A' Killer' which as a group we are very happy with.

Journal: 03/01/2012

In todays lesson we had a chance to put together a storyboard for our new black comedy. This was a key part of the film making process as everything on the storyboard will contribute to the final film. We had to consider the conventions of storyboards to insure that ours is professional and usable. Overall I think we go a step ahead in the process and we am very happy with the progress of our storyboard.