We plan to film 15 year olds and above watching our 2 minute film and get their reactions. We hope this can take place 5th lesson on Wednesday 2nd March.
Emma & Harlie.
Friday, 18 February 2011
Problems with uploading to YouTube
So we finished our film, however when trying to upload it to youtube there was a problem. Firstly, the film was really blurry. We thought this would have been because it hadnt finished properly processing etc, however the problem didn't changed. Another thing was that the sound wouldn't work. This was because the song was copyright, so this was a big problem! We had to find another version of the song...
Emma.
Emma.
Wednesday, 16 February 2011
More Planning of the Evaluation
We already have planning for question 2 and for question 4 of the evaluation sheet.
However I think we should make the whole evaluation a film. Not every question has to be dramatised. For example question three could just be Harlie and I talking about our film and answering the question by discussing it with each other.
Questions
1. In what ways does your media product use, develop or challenge forms and conventions of real media products.
2. How does your media product represent particular social groups.
3. what kind of media institution might distribuate your media product and why?
4. Who would be the audience for the media product.
5. how did you attract/address your audience.
6. What have you learnt about technologies from the process of constructing this product?
7. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
For the 5th question we could incorporate this with the 4th question, so we'd be filming the people that watched our film and then ask them how they felt attracted to the film and if they wanted to keep watching.
For question 6 again we can just have Harlie and I sitting talking about what we've learnt from doing the film about technologies, for example camera work and the editing software.
For the 7th question we can incorporate this with question 6 by sitting and talking about what has been learnt in progression from our preliminary task to the full product.
Emma
However I think we should make the whole evaluation a film. Not every question has to be dramatised. For example question three could just be Harlie and I talking about our film and answering the question by discussing it with each other.
Questions
1. In what ways does your media product use, develop or challenge forms and conventions of real media products.
2. How does your media product represent particular social groups.
3. what kind of media institution might distribuate your media product and why?
4. Who would be the audience for the media product.
5. how did you attract/address your audience.
6. What have you learnt about technologies from the process of constructing this product?
7. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
For the 5th question we could incorporate this with the 4th question, so we'd be filming the people that watched our film and then ask them how they felt attracted to the film and if they wanted to keep watching.
For question 6 again we can just have Harlie and I sitting talking about what we've learnt from doing the film about technologies, for example camera work and the editing software.
For the 7th question we can incorporate this with question 6 by sitting and talking about what has been learnt in progression from our preliminary task to the full product.
Emma
Thursday, 10 February 2011
Planning the Evaluation
For the evaluation i think we really need to be creative to get a good mark-
I think we need to plan each question before we delve into actually doing them.
For the second question I think that we should do a collage of the sterotypes used and then how we actually represented them.
For fourth question I think that we should film 15 year olds and above, to see their reactions and film what they thought of it- where they thought that it was leading and if they felt that the age group we chose was appropriate.
Harlie
I think we need to plan each question before we delve into actually doing them.
For the second question I think that we should do a collage of the sterotypes used and then how we actually represented them.
For fourth question I think that we should film 15 year olds and above, to see their reactions and film what they thought of it- where they thought that it was leading and if they felt that the age group we chose was appropriate.
Harlie
Thursday, 3 February 2011
Film Name
We struggled to think of a name for our film, we didn't want anything generic or obvious such as 'The Stalker' or something similar. I thought it could be interesting to just have a number as the title. For example, the age of the stalker such as 47- as this would seem mysterious and people would wonder why it's called that. However Harlie wasn't a fan of that. We decided, upon keeping the number theme, that we could use 'One', because there is one girl, one boy, and one stalker. We will experiment with whether we use the number '1' or the word 'ONE'.
Emma.
Emma.
Filming and Editing
We filmed in the christmas holidays and I feel that it went quite well. It was quite cold so we tried to do it as quickly as possible, however still taking time and consideration to our shots.
We began editing as soon as we could, on the school computer MACS. The software was quite easy to use as it is simply layed out and easy to find tools to help us edit.
Originally we were going to have the titles at the end of the clip. however we realised that we would not have enough time to fit the film in, and the titles- all in two minutes. We had a short blackout at the beginning, so we decided to put the titles in there. Firstly I put the titles in one by one, for example 'Directed by Harlie Cornish' in one frame, then 'and Emma Pharaoh' in a second. However again this took up time so I had to put the names together- along with the casts names being in another frame together.
There is another part in the film were we did a worms eye shot of the boy walking and then the next shot was the girl standing as a silohette. We put a cross sectional fade on the transition of these two shots, it's really effective because the figure slowly appears through the foot of the boy which creates a really effective and even slightly creepy shot.
Emma.
We began editing as soon as we could, on the school computer MACS. The software was quite easy to use as it is simply layed out and easy to find tools to help us edit.
Originally we were going to have the titles at the end of the clip. however we realised that we would not have enough time to fit the film in, and the titles- all in two minutes. We had a short blackout at the beginning, so we decided to put the titles in there. Firstly I put the titles in one by one, for example 'Directed by Harlie Cornish' in one frame, then 'and Emma Pharaoh' in a second. However again this took up time so I had to put the names together- along with the casts names being in another frame together.
There is another part in the film were we did a worms eye shot of the boy walking and then the next shot was the girl standing as a silohette. We put a cross sectional fade on the transition of these two shots, it's really effective because the figure slowly appears through the foot of the boy which creates a really effective and even slightly creepy shot.
Emma.
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