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.