evaluation question 7

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








Since filming the preliminary task I have learned a lot more on how to film, and how to create a piece that looks the most professional as possible. I have also learned the importance and effect of editing. editing can enhance a production significantly and make the final product vastly improved, as well as amend many things that do not look right when filming. during my preliminary task I also did not use typography. However in my final product I used text to highlight the actors staring in my final product. This was an effective editing technique. during my preliminary task I used simple shots, none of which are shots that are good for building tension, however in my final product we see a vary of shots such as close ups and establishing shots. These shots help to emphasize suspense and tension. In my preliminary task there was also no non - diegetic sound. Non - diegetic sound can be used to cause tension and mystery. However in my final product and progressed and use non - diegetic sound such as the clock ticking. This created an awkward feeling for the audience.




Filming the Preliminary task mostly helped me to get used to filming with a professional camera. It taught me how to focus the camera for clear shots,  as well as zoom in and out on shots that I wanted to. Filming the preliminary task also taught me the importance of the 180 degree rule and how shots can look very un natural if this rule is not followed. I used this rule when producing my final product.

Since filming my preliminary task I have progressed by showing the use of blackouts in my final product. The preliminary task has constant different shots. This affects continuity as it tends to jump from once scene to another. However in my final product, I use blackouts to change between scenes but also build tension. This was an effective way of engaging the audience and causing a sense of mystery.

Another progression from my preliminary task compared to my final product was the use of establishing shots. From my preliminary task I learned that not every shot has to have some form of action occurring. Therefore in my final product I decided to focus more on building tension and establishing shots helped to do this. This is because establishing shots tend to show the setting which creates mystery. This meant my final product focused a lot more on building a tense atmosphere than that my preliminary task did.

evaluation question 6

Evaluation question 5

                             How did you address/attract your audience?

The main way I attracted and addressed my audience was through social media. I used social networks such as snap chat and twitter to promote my product. This helped to get the word around about my product as I was able to create a hash tag. This allowed the audience to interact with me and others about my product, therefore the 'word of mouth' was a good way to attract my audience. The use of snap chat also allowed me the ability to show a sneak preview of my thriller opening. This meant before the product was fully released, there was already hype around it and people were excited for the release of the thriller opening.

In my Production I addressed the audience by making features and characters relate able. For example the environment of a school In my product meant that my target audience could relate to the situation as they are of a similar age. This therefore addressed my intended audience and also attracted them as they were intrigued to find out what could happen in a school environment in a thriller.

I built tension to attract my audience as my target audience require a thrill and mystery. I done this by including various establishing shots. The shot that says 'keep clear' on a sign builds tension for the audience as it gives them the idea that something wrong is occurring or has occurred. I also build tension when I use a close up shot on the teacher. In the shot the teacher  has a face that appears frustrated. He also clicks his neck, which is a common action to do before something violent happens.  This tells the audience how the teacher is feeling but also tells the audience from early on that the Teacher has a short temper and is capable of losing his temper. This creates tension and an atmosphere.

The final shot in my product also attracts my audience as it ends on a cliffhanger. We see the student being dragged along the floor by the teacher. This leaves the audience wondering if the student is  unconscioius or even possibly dead. This addresses the target audiences need for thriller and tension, leaving them wanting to watch the production to find out what could happen next.

Evaluation question 4

evaluation question 3

evaluation question 1

evaluation question 2

Representation of social groups - How does your media product represent particular social groups?

Dominant representation - In society there is generally a dominant representation of an individual or group of people. This representation is generally formed by the media and how they percieve an indvidual or group. For example young males around 14 - 18 dominant represenatation tends to say that young males are violent , immature, not well manared, trouble makers , loud, smokes and drinks alcohol.

Teenage boys - The media is so widespread that when Teenage boys are percieved in a negatve light, a bad stereotype can form. For example this picture of boys fighting below would be presented in the media, meaning people begin to affiliate fighting with teenage boys.

Representation of Gender in my thriller opening - In my thriller openinng the main characters ar generally male. The distruptive male student meets the stereotype of a loud, trouble maker. I chose to make the main character a male and distruptive as the audeince feel like they can relate to this character as many people percieve young males as acting in the way my character did. Males are also stereotyped as being competitive and alpha males. This is seen in my thriller opening as we see the teacher lose his temper and asset his dominance after the 'misbehaved student throws the bottle at him. This suggests both Males want to seem dominant and act as the alpha male in the class enviroment.

 

representation of Age - The teenage character in my production meets the stereotype that male teenagers tend to misbehave. We see him throw the bottle at the teacher in an aggressive manner and slam doors when walking in the corridor. This suggests his young immature mindset and percieves the young character as violent, which is the stereotypical view. On the other hand, the Teacher who is an older male behaves against the stereotype. Older men are generally percieved as mature, focused, respected and dominant. However in the classroom he was not respected nor dominant by the teenage student. This made the older male teacher in my thriller look weak and go against the stereotype. In addition he then attacks the student, suggesting that instead older males are just as violent as the teenage males aged 14-18. This provides insight into another way older males can be viewed in society, hence why I chose to go against the social norm with this character.