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

Over the course of the academic year I have learnt a range of different skills that enabled  the opportunity to produce our final thriller opening sequence. Alongside our inspiration for the sequence and access to more resources, the skills I have learnt for the filming and editing processes have meant that I have come along way. 

The actual shooting day took a lot more planning than expected. We created a timetable for the day, a shot list and a script, which are only a few examples. This level of organisation meant that my group used the most of our time being productive. We learnt that it was important to have too much footage, rather than too little because in the editing process you may want to change your ideas, which is what we definitely found to be true. Whereas for the preliminary task we were given the task and shot it all in one, one hour session, so it took no planning at all. 


Prelim Set

Thriller Set

When shooting the sequence we were not restricted about what shots we could include and we were able to experiment with our shot list. When shooting our preliminary task we were given a set number of shots that we had to include, and afterwards we could add other shots. When going through the script of the thriller sequence we highlighted moments where  we could use possible shots. Originally we going to use an over the shoulder shot to show the girl looking in the mirror with the inspector's hat on, instead we used a pan. Using a wider variety of shots added to the detail of the sequence and made it more interesting to watch. A pan shot also turned out to be one of the most difficult shots of the day because it was important to have a steady hand and to keep everything in focus all the time. It took a few takes to get that shot right in the end. 

We learnt that it is important to always dress the shot appropriately. It makes it more clear to the audience where the location is and adds to the realism of the sequence. My group had only planned the desk in the office of the police station to have only a computer and the investigation file. However, this was too bare so we collected more equipment from all over the college, such as files and paper and other stationary. For the prelim we used the location of our classroom and we used no props. 


During the editing process I learnt about adding non-diegetic sound, credits and transitions. For both the preliminary task and the opening sequence we used the non linear editing software, Final Cut Pro. When editing the preliminary task my group grabbed the basic skills of the software, which made the process of editing the opening sequence a lot easier. The hardest part about the process was the sound. It was important to always make sure there were no gaps in the sound, and the most challenging task I had to do was make sure a sound clip was in time with another shot.
 

Overall, the level of intensity from the preliminary task and the final opening sequence increased. And the skills learnt over the process are clear from the opening sequence. Both tasks can be found below from YouTube. 

Preliminary Task 




Thriller Opening Sequence

Evaluation Task 6: What have you learnt about Digital technologies?

To shoot our thriller we used the semi professional camera Sony NX5. We were taught how to handle this camera and learnt the basics when we first produced our prelim task, so when we shot our thriller my group felt pretty confident. These cameras enabled us to have extreme close up shots and wide, establishing shots, without having to change the lens. One of the many challenges we faced when using the camera was focusing the shot, the instructions are as follows: zoom in as far as you can on a white space, press the white balance button and pull out and frame the shot.

After the shoot we took our rushes and transferred them onto a Mac computer in the editing suite, just above the filming studio, which is an example of technology convergence. Once the rushes were uploaded to the Mac were able to open them up using the Non Linear Editing Software, Final Cut Pro. We firstly organised the rushes into two bins, the rush bin and the log bin . As we labelled the shots we determined which shots we were not going to use and which shots we were and putting them into the log bin. We never deleted any footage because we never knew if we were going to need it later on in the process. Once I learnt all the keyboard shortcuts, editing came to me a lot easier.


A screenshot to show how we produced the annotations onto our YouTube Video

Link to the YouTube video, including annotations

By using digital media technologies I have used technological convergence to ensure that I have produced a successful film opening sequence. This has made me a prosumer, a creator of media products to a near professional standard.  The use of Final cut pro as a piece of editing software has taught me how to select and organise a music video to a very high standard using semi-professional  media equipment.  I have also been able to share ideas and research global and industry standard products. Digital technology has made available to me opportunities to upload, share and distribute my products using YouTube as a free online broadcast platform. It is also interactive – audiences have been able to leave feedback, like and comment on my products using features such as  the like button on YouTube. These new skills learned on this course have enabled to gain experience not only as a user of digital technology, but also to also become a producer – important to an understanding of the media in an online age.

Evaluation Task 5: How we attracted our audience through our opening sequence.

Key points:

• Our mode of address is by making our audience feel awkward, especially when the girl teases the inspector. We intend for the audience to want to know more about the girl's story through her ambiguity and mysteriousness.
• The audience is caught by surprise the sudden twist in the atmosphere as the girl touches the investigator’s hand. Our unique selling point is that our main character doesn’t like to obey by the rules and will do anything to have the most power in the room.
• Narrative destination of the girl is through the power rivalry between the inspector and the girl, in which we feel the girl wins because she has the last word.  

Evaluation Task 4: Who would be the Target Audience for your Media Product?

During our research and planning stage we found out who our potential audience are and the importance of marketing to the right age and gender to help the film be more successful. Link to the blog post about our Target Audience.

The profile of my target audience:

• Teens and young adults of both genders
• Urban background and lifestyle
• Enjoy action and thriller films
• Have seen films like: Salt, Colombiana, Now You see Me, Inception, James Bond, Dark Knight 
• Have an online identity  

To complete this task my group had to interview different people all around the college, asking  questions relating to our thriller. The aim for this task is to establish who would be interested in seeing our thriller, so we could base our campaign around our audience. 
We asked the following questions: 

1. How old are you?
2. What is your favourite genre of film?
3. What do you expect to see in a thriller?
4. What is your favourite thriller and why? 
5. Would you go and see a film about a girl being kidnapped a gang and being turned against everything she once believed in?

I have created a mock Facebook page for the promotion of Caleidioscopio. The following captures show all the information that was available for the audience to attract them, for example a link to the official opening sequence on YouTube. I created a 'follow magnet' to encourage audiences to share news, reviews and comments of the film to generate an online viral campaign for Caleidioscopio. 
 

Evaluation Task 3: What Kind of Media Institution might distribute your media product and why?

Caleidioscopio distribution from Katie McLady

Evaluation Task 2: How Does your Media Product represent particular Social Groups?

Evaluation Task 1: In what ways does your media product use, develop or challenge forms and conventions of real media products?

A convention is a widely accepted style and form.

The Dark Knight interrogation scene 

Our set and use of props conformed to the conventions of a typical police interrogation room. We used a two way mirror, so the police woman could keep an eye on the girl while she was waiting and watch the investigation take place. The intentions of the girl always being watched was to make her feel under pressure. We had the inspiration of this idea from films such as The Dark Knight. 

CSI New York police station
interrogation room 

We wanted the interrogation room to be plain and lack in character, to establish that this was a rundown police station, taking some power away from the power of the police. We used a scratched desk and an old tape recorder to to show the lack in value. We watched typical CSI dramas to get a feel for interrogation rooms. By having an empty room, it makes the girl look very isolated in to beginning titles, adding to the suspense of the action that was about to take place. 

 

Shot from the opening sequence
 of the inspector using the folder 

As a group we put together an interrogation file, which included important details of the case. This prop turned out to be more useful than expected, because on the day the actor playing the inspector used it as his character's stock prop and referred to the prop throughout the scene to make the character more realistic, making sure he had his facts right when coming up with questions for the girl.  

 

Screenshot of the police woman looking
in on the girl in the interrogation room
with the hi-viz jacket hanging on the
wall in the background. 

The costumes we used, such as the policewoman's jacket and hi-viz j in the background, conformed and established the location of the police station. For the actor playing the inspector we asked him to wear a suit, because we wanted the character to look formal and powerful. The girl wore all black clothing and we did her makeup so it was slightly smudged, this made her look dirty and gave connotations that she has been in the interrogation room since the night before as she was taken from the scene of the crime. The costumes of the inspector and the girl contrast, showing the obvious power dominance of the inspector over the girl.  

Screenshot of the opening titles

We used music conventions in our thriller, to conform to our audiences expectations. We used music editing software on a Mac computer to create a non diegetic slow and suspenseful motif to play in the background of the titles. With the girl in the interrogation room, dominating the shot the music added to the audience's response of who is this girl and what has she done? 

This picture represents the opening sequence challenging conventions because the girl is trying to take over the control from the inspector by manipulating him and distracting him from the interrogation. The girl's character is the films unique selling point and we focused on the girl because we wanted our audience to relate to her and to be interested by her confidence. 

Screenshot of the girl grabbing the inspectors hand 

In conclusion, our opening sequence mainly conforms to the conventions in thrillers and police. However, the girl criminal challenges conventions and grabs our audiences attentions because of her lack of authority and her mysteriousness.