Current Difficulties

Current Difficulties

27/11/13

MWE

Technical problems

On the topic of filming gear, our school has provided us with new gadgets. Media Studies department has bought a few sets of Canon EOS 100D.

However, the cameras are not being issued out for our teacher has prioritized the Year 12's lesson this coming week which involves the use of the gadget. Thus, filming schedule will have to be delayed again. 

Our access to technologies and gadgets to help us film is limited in comparison to the device I had access on last year. For one of our scenes we need a dolly and so to overcome this difficulty, I looked at tutorial online and found useful links:

http://nofilmschool.com/2010/10/absolute-cheapest-dolly-move/

Location Scouting 

Up until now we are still in search for the perfect setting for the Warehouse scene. We have found a local art gallery here in Oxford named "OVADA". The structure of the building and design idealistic for our film. 

 http://www.ovada.org.uk/studios/

We will be trying to gain access to this area. 

Lesson 09: Audience Research

Lesson 09: Audience Research 

20/11/13

MWE

The following post is dedicated to the research we have done regarding our target audience.

1. Who will be the audience for your media product?
   Our film is a like to movies such as: "Jennifers Body", "Prom Night" and "The Roommate" as we pointed out on the previous post on "Presentation, Structure and Sounds". Those films are Rated R and I imagine so will our film be seeing as we touch upon some similar elements: Violence, Alcohol etc. It's not a film we imagine parents would take their children to see as:
   
   1. That would be awkward.
   2. Inappropriate
   3. Not a family movie.
   
   Thus, we picture that it would appeal more to teenagers. However, we do explore psychology behind the characters particularly Jordan's state of mind. Therefor, it may attract young adult whom enjoys the genre of: Suspense and Mystery.
   
   
2. How do you know this?
   
   Research and the information provided by websites such as: IMDB (Internet Movie Database) are helpful and even yahoo answers as these are genuine people commenting about this film on related posts.
   
3. Have you / will you use Survey Monkey or similar as audience determination and research?
   
   We have read our synopsis to a group of people and gave some printed copy of the synopsis out and gave them to people of different age groups. We asked them to comment on it and we used their comments and placed them on Wordle to see what is the most common genre which came up. We've named it "JJI" (Jordan, Jane and Ivy) and kept our identity anonymous.
   
   Here's the link to the Wordle: http://www.wordle.net/show/wrdl/7302126/Film%3A_JJI
   
4. Research into your chosen medium and genre
   
   The Wordle indicated that the people felt that our text belongs to the genre of "thriller", action and suspense had been mentioned but it seems that the dominating view of our film is that it's a Thriller. We are happy as this is what we were aiming for.
   
5. What is the typical audience?
   
   The age group which was prominent was teenagers, adults were also mentioned which we interpret as to mean that young adults would be interested in our text too. No mention of family or children whatsoever, which is good as this is not what we were aiming for.
   
6. How do they consume their media (which platforms etc)
   
   We find that it's easier to create a text which appeals teenagers as we ourselves belong to this age group. Consequently, we know what attracts and what sells to us. We have an insight to our market. We know that teenagers are heavily active in the web and that it could be argued that we are actually more engage in the internet than television or radio. Thus, if we were to advertise our film, we would use social media platforms such as: Twitter and Facebook.
   
   
7. To what extent are they active or passive? How will you address this in your
   construction?
   
   Seeing as the text centres around the mystery of Jordan's true identity, we want the audience to be active. We want them to speculate regarding who he is and what are his intentions and how is he related to the chaos in the narrative. Clues regarding his true identity will be gradually be revealed and we want our audience to be thinking how they all linked together. 

Costume Design

Costume Design 

MWE
18/11/13

Part of our preparation is to design costumes for our actors to wear for different scenes. Last weekend (17/11/13) we went to look at clothes with my friend Josh who will be playing the part of George Carter and Alex Sumner. The images below are examples of clothes which we plan on using for the film. Beforehand, I have made sketches of the character and we will try to construct a look as accurate as them. 

On the same day they we have been looking for a suit for Josh, a key costume as it will be an iconic object associated to his character; quite like a trade mark (like how Katniss Everdeen from Hunger Games has a bow and arrow and how Harry Potter has his scar). Unfortunately we failed to purchase a set on the same day for the lack of stock in Josh's size. However, he had ordered them and should arrive in a couple of days. 

Lesson 08: Storyboard

Lesson 08: Storyboard

MWE

12/11/13

Today we've made storyboards based on our "Script Writing" post. We've all started thinking about our Ancillary texts, the magazine and our poster. 

Term Break Preparations

Term Break Preparations

MWE

25/10- 4/11

Post regarding the progress we have made: Location, Production Logo, Schedule

Canvassing Location

Our filming requires three main locations:

• House
• School-classroom
• Warehouse

House

Clips which needs to be filmed in a house, for instance: "The Party" and "Jordan's bedroom" will be filmed in one of our filming crews home and so this is the least of our worries.

School

Scenes such as "Jane and Jordan's Chemistry" will be filmed in our school - The Cherwell School. We are most likely in need to use the Common Room and one of the English Rooms. We have an easy access to this and so it is not a problem.

Warehouse

One of the biggest dilemma we currently have is finding a location for the warehouse scenes. This is the most important location as the footage's based on this location will be the essence to generating the suspense, thrill, drama and action for our trailer. Over the week we've gone around Oxford to find locations but it did not turn out successfully as we have hoped. 

Visit 1- Shipton on Cherwell, Near Kidlington

The first location we planned on visiting was Shipton on Cherwell. Unfortunately, this plan fell short as we could not gain access to the place. Thus, abandoning pursue for this place. 

Visit 2 - Old Watchtower, RAF Airfield Field 

 The next location we went to see was the Old Watchtower. It used to be open to public but when we arrived all access to the area was closed. It would have been a perfect place for the clips! So it's devastating that this was no longer available.

Visit 3- Stockpile building

The third place we saw was this stock pile building. It belongs to Lucy's Dad's friend and so if we want to film in it, it is possible for us to do so. However, we're not quite satisfied with it as it's not what we envisioned. Although, in worst case scenario, if we still cannot find a place to film in; it will have to do and we'll just have to work with the misc-en-scene to make it work. 

So, we're still on the process on looking for a place to film in as we deal with the other things.   


Production Logo

This trailer is the product of the collaboration between "Crane Shot Productions" and Lucy's previous film company and so two logos will be used and recognized in the film.

Script Writing

Script Writing

First take on writing the script for our trailer.

17/10/13
MWE

JORDAN AND AND JANE IN THE WAREHOUSE - [Belly of the whale (2)] 

-CREDITS-

-BLACK-

-CUT TO SHORT CLIP OF JANE BREATHLESS AND RESTLESS-

-CUT TO A CLOSE UP- 

JANE: "NO!"

JANE: "NO PLEASE!" 

-CUT TO A MEDIUM SHOT-

JANE: *CRYING*

-CUT TO OVER THE SHOULDER SHOT FROM JORDAN POV AS HE'S WALKING TOWARDS HER-

JANE: "THEY WILL FIND ME YOU KNOW! THEY WILL FIND THIS MISERABLE STINKING HOLE OF YOURS! FUCK!"

JANE: *CONSTANT CRYING AND WHIMPERING FROM PAIN*

JANE: NO PLEASE DO-

-JORDAN PULLS HER HAIR EXPOSING HER THROAT-

-----------------------------------------------------------

LINK BETWEEN GEORGE AND JORDAN- [Supernatural aid] 

-CUT TO AN ESTABLISHING SHOT FROM THE BACK OF THE CLASSROOM-

-CUT TO A MEDIUM CLOSE UP TO THE TEACHER- 

TEACHER: "TODAY WE PICK UP ON THE CHARACTERIZATION OF PIGGY AND HIS SIGNIFICANCE IN THE WHOLE NOVEL"

-CUTS TO A TILT UP TO JORDAN FIDGETING, THE DIEGETIC SOUND OF THE CLASSROOM IS CONSTANT-  

-CUTS TO A MEDIUM CLOSE UP OF IVY BEHIND JORDAN, LEANING FORWARD OBSERVING JORDAN-

-IVY'S BODY RELAXES AS CLIP STARTS-

-CUT'S TO PROJECTION OF THE FILM-

DIEGETIC SOUND: "KILL THE PIG! CUT HIS THROAT! SPILL HIS BLOOD!" - CHANTING

-QUICK CUTS BETWEEN JORDAN AND PROJECTION- 

JORDAN: EXCUSE ME... 

-LONG SHOT ABRUPTLY WALKS OUT-

-CUTS TO IVY LOOKING AT THE DOOR OF THE CLASS ROOM-

-----------------------------------------------------------

JANE AND JORDAN'S CHEMISTRY [Call to adventure]

-CLASS: MEDIUM SHOT OF JANE AND JORDAN'S CASUAL INTERACTION, FRIENDLY TO ESTABLISH THEIR DYNAMIC- 

-ON TOP-

JANE: HE'S NICE...

IVY: YEA...? YOU GUYS ARE GETTING ALONG WELL

JANE: YEA WE ARE...HE'S ACTUALLY HAVING A PARTY AND HE INVITED ME AND I SAID I CAN HAVE A PLUS ONE... AND I WAS THINKING MAYBE YOU- 

IVY: NO

-CUT TO MEDIUM SHOT TRACK OF JANE AND AND IVY WALKING- 

JANE: HE'S NICE...

IVY: YEA...? YOU GUYS ARE GETTING ALONG WELL

JANE: YEA WE ARE...HE'S ACTUALLY HAVING A PARTY AND HE INVITED ME AND SAID I CAN HAVE A PLUS ONE... AND I WAS THINKING MAYBE YOU- 

IVY: NO

JANE: IVY...

IVY: NOPE.

JANE: OH COME ON! *WHINES* WE'LL HAVE FUN! 

IVY: NO!

JANE: *STOPS WALKING FACING IVY* WHY NOT?!

IVY: *TURNS TO IVY, MAKES HAND GESTURES AS EXPLAINING* TO BECAUSE WE'VE BEEN THROUGH THINGS LIKE THIS BEFORE! YOU END UP CRYING OVER SOME PRICK YOU'RE SMITTEN OVER... AND I END UP MISSING "GREYS ANATOMY" CAUSE I HAVE TO WATCH THE "NOTEBOOK" WITH YOU FOR THE NTH TIME WHILE I COMFORT YOUR SOBBING ASS!! *STARTS WALKING AGAIN, LEAVING JANE*

JANE: HEY! THAT'S NOT TRUE!! *RUNS UP TO CATCH UP WITH IVY*

IVY: OH REALLY? *STOPS FACING JANE, GRINNING MOCKINGLY*

JANE: YES!

IVY: WELL D'YOU REMEMBER THAT TIME??

JANE: WHICH TIME..?

IVY: EXACTLY! THERE'S BEEN FAR TO MANY TIMES JANE! *RELEASES AN EXASPERATED LAUGH*

JANE: HEY THAT NOT FAR!! HEY! THIS IS DIFFERENT! HE'S DIFFERENT! 

---------------------------------------------------------- 

PARTY[Crossing the first threshold]

-COLLECTION OF CLIPS OF THE PARTY HAND HELD, PANS, IVY'S POV-

-CUT TO IVY EMERGING FROM THE CROWD-

IVY: *HOLDING A DOCUMENT DOCTORS REPORT* OH.. HE'S DIFFERENT ALRIGHT...

------------------------------------------------------------------------

FURTHER DISTURBING REVELATION ABOUT JORDAN [Meeting with the goddess/Woman as temptress]-

-IVY DRINKING COFFEE TALKING TO ANOTHER FRIEND- 

IVY: SOMETHING'S JUST.. NOT... RIGHT... *SIPS COFFEE*

-CUTS TO JORDAN'S BEDROOM, ANIMAL DISSECTING-

-----------------------------------------------------------

IVY'S RESEARCH [Road of trials]-

-CUT TO NEWS ARTICLE- 

-CUTS TO IVY READING-

IVY: SHIT... I KNEW IT....

------------------------------------------------------------------------------------------------------------

QUICK CUTS

Setting Scouting 

Lesson 07: Presentation, Structure and Sounds

Lesson 07: Presentation, Structure and Sounds

A double period concentrating on: Presentation, Structure and Sounds

16/10/13
MWE


Presentation

Today's lesson we discussed the importance of communication within the filming crew. How communication between the directors and actors are key and importance of informing the group. Therefore, we are encouraged to hold meeting to establish the plan for our film, let them know about: Props, Filming Schedule, Talking through scenes to film and the story plot.

The discussion regarding group dynamics had made us realize that we should take advantage of the time we have with our actors, and that better planning and communication will lead to a much effective execution of filming. So we plan on preparing all of the behind the scenes preparation: setting scouting, sounds, props etc. During the term break and then we will make the schedule for filming to avoid any hindrance, ensuring success.


Structure and Sounds

We've made research about films belonging in the same genre as our main project to see how they have structured.

Jennifer's Body

The sounds in the trailer is a mix of both Diegetic and Non-diegetic. However, at the start the sound is light and quiet which gradually starts to build volume and beat conveying this growing momentum. The layers of music also start thickening up as other instruments joins in. We can hear the electric guitar but there is still a strong beat-bass which is the most prominent layer. In effect, this seems as though it's phasing the audiences heart beat. It's setting the phase. The dialogue can be heard and as the intensity of conversation and vulgarity and violence grows so does the rise and dynamic of the instrumental, complementing one another.


Prom Night

The trailer begins with a cover of the iconic song "Time After Time" by Cindy Lauper. This track was released during the 80's and when put next to the title of the film "Prom Night", it strongly suggests an American themed film. The typical highschool prom pops into the audiences head but due to the rock-indie cover of the song in modernizes the this traditional concept of films; making the film relatable. Though the target audience are clearly teenagers, it also attempts to connect with the older age groups using the song. The track plays until midway of the trailer and then it starts to fade out along with the diegetic dialogue. Flash-like sounds then plays which effectively changes the aura of the film, from youthful and care free to sinister, this is further supported by the scream and the sudden chaos. The track becomes ire-cognizable and the familiarity and comfort which "Time After Time" offered is gone, leaving the audience to feel vulnerable much like the characters. The music adapts to the new ethos of the clip, there are time where the non diegetic sound is abruptly cut of and only the sound of breathing or heartbeat can be heard which magnitudes the eeriness and mystery of the narrative.


The Roommate

Much like "Prom Night" the music is uplifting and in time with the introduction of the characters and the blossoming of their friendship, it implies this concept of new beginnings. Again a like to the "Prom Night" sound bridge is used as a turning point, the trailers starts to become uneasy. The sounds is focused on the diegetic noise and the non-diegetic sounds is just used to keep the threatening atmosphere. It ends with an ear piercing strikes which moves in time with the choppy zoom in of the camera.  


A2 Projects Examples

The following extract was awarded an A, a trailer created by another media text. What stuck to me the most was the impeccable use of sounds. They suited the the range of shots used perfectly, it steadily built tension and once upon reaching climax it changed. A range of different sounds was used, a mix of both diegetic and non-diegetic: dialogue, news report and instrumentals. There are times in which diegetic sounds and non-diegetic sounds overlap one another. The instrumental is maintained in the back ground, subtly playing but the emphasis is more on the dialogue. It's enough to inform the audience of what is happening yet toy with their emotions. The shots are typical, but the editing and the phase of the cuts compliments the sounds which really made the clips effective.

Lesson 06: Outlining the Trailer

Lesson 06: Outlining the Trailer

Documenting the process of planning the trailer

MWE

8/10/13

Lucy and I collectively decided to pursue with the narrative of “Ticket Out of Loserville” (named temporarily, but will be changed when better suited title is found). Together we have decided to outline our trailer, from the adaptation of the narrative theory of Joseph Campbell’s Hero Quest. We've chosen parts of the story which we believe will make our text and striking, really make an impact to our audience. These are the current scenes which we plan on including:

Jordan and Jane in the Warehouse [Belly of the whale (2)] – The clip will open to a scene in which Jane is in hostage in abandon warehouse with Jordan approaching her. It will have collections of close up, medium shot and over the shoulder shot as we change perspectives between Jordan and Jane. Editing will consist gradual speed up of cuts to build tension.

Link between George and Jordan [Supernatural aid] – The set of clip will consist mirroring between George and Jordan. The first link that is established, the scene will show Jordan’s unusual behaviour and anxiety over “Lord of The Flies”. Misc-en-scene will be very important in this clip as symbolism is the medium which we will be using to communicate with the audience.

Jane and Jordan’s Chemistry [Call to adventure] – Ivy is dragged into the drama of her friend Jane who is smitten over Jordan Sumner. A long shot will be used from the point of view of Ivy. It will be a shot of Jane and Jordan sat on a table together, showing their connection.
-We want this to be tastefully done. We don’t want it to come out cheesy or over the top as that will make our film seem less sophisticated and tacky.-

Party [Crossing the first threshold] – Ivy attends the gathering and takes this as an opportunity to observe around his household. She meets new figures which will later help her unravel Sumner’s story. Ideally we will have a party and will be filming candid shots of the scene. Pans, establishing shot, medium, close-ups and various other shots will be used to film this scene. The aim is to convey excitement and mystery in this scenario to build up anticipation and suspense. Diegitic sounds will be important.

Further disturbing revelation about Jordan [Meeting with the goddess/Woman as temptress]- Ivy learns that he is under therapy and is psychologically unstable. Though we don’t explicitly say that Jordan is mentally unstable, the purpose of this scene is to strongly imply that something is not right with him. It will paint Jordan as far more sinister character, he will be dissecting a heart and the misc-en-scene in his room will show animal carcass. Props will need to be greatly emphasised to promote this uneasy atmosphere.

Doctors report [Belly of the whale (2)] – to further underline Jordan’s dichotomies, we will show a quick cut to a doctor’s report. But not fully elaborate on it as we want to maintain some mystery.

Ivy’s research [Road of trials]- The trailer will then cut to Ivy doing her research about George and Jordan, trying to find a link. Perhaps show a news article of the fire incident which killed George’s family.

Quick cuts- Compilation of different clips will then be shown, quick cuts will be used to create chaos and un-coordination making the final clip really tense and exciting and it will end with Jordan’s manic smile and it will cut to black and show the credits.

As well as doing this, we've also discussed possible locations and casting. We will be doing location visits next!

Lesson 05: Audience Theories

Lesson 05: Audience Theories

Studying the relationship between the audience and media

MWE
02/10/13

In our lesson we looked at Philip J Hanes article "The Advantages and Limitations of a Focus on Audience in Media Studies". In this article he discuss different theories which attempts to explain the true nature between the audiences and media.

"So a text does not have a single meaning but rather a range of possibilities which are defined by both the text and by its audiences. The meaning is not in the text, but in the reading" (Hart 1991,60)

Andrew Hart was a writer, theorist and researchers who studies the relationship between the audience and media. He explains that media is solely for the audience for if it weren't for them, media would be non-existent.

Effects

"Effects" is an audience theory which claims that audiences are passive. The Frankfurt school saw media as a hypodermic syringe which injects the content of media texts into the audiences head, which they then retain without questioning. In the 1950's, researchers have raised their concerns about the media having a negative influence over the society. They worry that the increase of violent acts in the society is caused by the representation of violent behavior in media which is then absorbed by the audience. Controversy arose as tabloid papers caused a moral panic that violent films such as "Childs Play" can influence children's behavior.

However, other theorists have asserted that this theory is flawed for it assumes that media directly impacts individuals. This claim is weak for there are other influencing factors in a persons life which arguably can inflict more impact, for instance: personal beliefs, culture, religion and many more. It fails to consider peoples personal beliefs, opinions and attitudes.


Uses and Gratification

This theory focuses on how audience are using media, instead of exploring the effects media has on its audiences. This ideology sees audiences as active participants, it believes that viewers have options to use media according to their own means; to satisfy their needs.

Blumler and Katz (1974) expanded on this and suggested that there are four main needs of television audiences that is met by television:

• Diversion- an escape from day to day lives
• Personal Relationships- to gain peers whom shares the same interest perhaps in shows, characters or through conversation about other programs (fans and fandoms)
• Personal Identity- viewers are able to relate and compare themselves to characters and scenarios in shows which helps them re-evaluate themselves
• Surveillance- to gather knowledge about current affairs

Despite this theory's recognition of audiences participation, it still suggests that there are parceled information within the media text that is read identically by all audience. It doesn't explore if audiences interpret messages differently by each person, it doesn't explain how texts are received.


Screen

During the 1970's the academic journal "Screen" introduced this idea of audience being positioned by media texts. Theorist had started considering semiotics and structuralism, how they are tools used to create meanings in texts. It is through camera shots does Hollywood films placed their audiences. Laura Mulvey argues that the point of view that is used in Hollywood film is a male gaze- masculine point of view which objectifies women.

The Screen theory expands further and asserts that all media texts have a "mode of address"- individualistic ways of communicating to their intended audience. Different audiences are better suited for different techniques and different mediums.

However, this theory oversees that point that audiences are able to choose what to internalized. Much like the Effect and Uses and Gratifications theory, Screen also sees audiences as idle beings whom just retain what is shown. When in fact, the audiences may see the producers opinion and meaning in their text but that doesn't mean they agree with it.


Decoding/Encoding

Several studies and opinions had been made regarding this ideology, it had been developed over time by other theorists.

• David Morely argued that audiences are actively decoding meanings in texts
• Stuart Hall developed Morely's theory and argued that: 
1. Preferred meaning are constructed, encoded by producers in texts
2. These ideological ideas of the producers are hidden by codes and conventions (symbolism is used to make subtle perhaps)
3. The audience then interpret the text, their reading relies on outside socio/economic factors- gender, class, culture, religious beliefs, experience etc.
• Abercrombie (1996) proceeds and introduces this idea of dominant text view and dominant audience view:
• Dominant text view: This is when the message in the text is so pronounced that it's difficult to find any other interpretations
• Dominant audience view: This is when the audiences dominates the text, they see that there is a preferred meaning. However they are free to interpret the text according to their will
• The Centre for Contemporary Cultural Studies had also made their own model which shows different ways in which audiences decode texts
• Dominant Hegenomic: Where audience recognize that there is a strong enforced meaning in the text
• Oppositional Hegenomic: There is a preferred meaning in the text bu the audience doesn't agree with it due to their own sets of beliefs
• Negotiated Hegenomic: This is a position which audiences have to adapt to the preferred meaning
• Aberrant Decoding: In which the audience reads the text in a completely unexpected way 

How do we apply audience theory to the construction, research and planning of our project?

Looking at the theories I have looked into, applying it to my text is quite interesting. It made me think about how I want my text to be received. How accessible- in depth do I want my messages to be? Who is the target of my mode of address? Are meanings going to be explicit or in-explicit?  Furthermore, is it for passive or active audiences?

Considering that my text is a work with genre which crosses from drama, action, thriller, suspense coming of age and family. I want the genre of thriller and suspense to make my audience think. I want them to be actively trying to unravel the mystery behind Jordan Sumner along with Ivy. Therefore, in some ways my text will show elements of a crime genre. As investigation are a significant part of my project, I will want my messages in my text to be encoded to stimulate further participation from my audience as they analyze the events in the text. Thus, I don't think that the "Effects" theory is suitable for my work. Uses and Gratification may be used by teenagers as they may find the character of Ivy a like to themselves or the relationship between Ivy and Jane may mirror their own relationships.