Prior to my preliminary, I did not realise how easily I could break the flow of the film, just by moving myself slightly.After seeing the break in continuity in my preliminary exercise, I was more wary of my footage and checked after filming. I knew more about how to stop filming and continue without breaking said continuity to show more angles and allow for more understanding of the piece. Mise-en-scѐne was also more of a consideration as I realised it was a vital tool for characterisation, particularly in my piece which had no speech in.
Friday, 1 April 2011
The Technology
On iMovie, I found out how to cut clips to allow for continuity when ordering the clips. This also allows for titles to go between the clips. This is important to keep the audience interested in the story and 'believing' in the story. It was difficult to cut out errors whilst keeping the clips continuous. Sometimes I had to alter the ideas I had for the film to make it better.
I also learnt how to cut the music so it fits the clip by removing choruses and verses whilst keeping it sounding continuous, which was quite difficult, which usually appears in films. I did this to make the song lyric appear by the title so the link was made between the genre of the song and the genre of the film.
On this piece of coursework, I have learnt how to present my research, planning and manufacturing and, now, my evaluation using different media forms on my blog. The experience has led to me being more creative with my blog using visual aids with my written work as well as sound on my blog, through the video. This is important as to show the full potential of my media knowledge and allowing the audience to have more understanding of what I have written.
I also learnt how to cut the music so it fits the clip by removing choruses and verses whilst keeping it sounding continuous, which was quite difficult, which usually appears in films. I did this to make the song lyric appear by the title so the link was made between the genre of the song and the genre of the film.
On this piece of coursework, I have learnt how to present my research, planning and manufacturing and, now, my evaluation using different media forms on my blog. The experience has led to me being more creative with my blog using visual aids with my written work as well as sound on my blog, through the video. This is important as to show the full potential of my media knowledge and allowing the audience to have more understanding of what I have written.
Audience Feedback
1) Could you tell what was going on?
Yes = 4 No=0
2) Did you know who the Protagonist is?
Yes = 3 No=1 (Too much on parents?)
3) What genre is the film?
Romance = 3 No clue = 1
4) Why do you think this?
5) What did you like about the film?
6) What did you dislike/what needs improving?
7) Do you feel this opening targets you?
Yes = 3 No=1 (it didn't)
8) Is this a good opening?
Yes = 4 No=0
9) What do you think will happen next?
Yes = 4 No=0
2) Did you know who the Protagonist is?
Yes = 3 No=1 (Too much on parents?)
3) What genre is the film?
Romance = 3 No clue = 1
4) Why do you think this?
- Song
- Hearts/Titles
- Everyday
5) What did you like about the film?
- Song
- Journey
- Radio
- character set up
- actors
- hooked audiences
6) What did you dislike/what needs improving?
- Hearts should move
- More dialogue
7) Do you feel this opening targets you?
Yes = 3 No=1 (it didn't)
8) Is this a good opening?
Yes = 4 No=0
9) What do you think will happen next?
- Meet a guy
- arrive in school
- new school/fall in love
How Did I Target My Audience?
The romance genre tends to be used as a form of escapism. Women tend to use the romance as a way to have hope for a 'Happy Ever After' and this is why Romance films tend to be in real time (there are some exceptions such as Brokeback Mountain) and this is a convention I incorporated into my opening sequence. To keep the escapism quality, I had to create an eventual happy ending, despite life's obstacles. The mood was created through romantic music that talks about the anticipation of love, starting a relationship with someone - this could also be suggested through the anticipation of moving school.
By introducing the girl first, I created interest in her which allowed a relationship between the audience and the protagonist to be created. This is done through the enigma codes 'where is she going' and 'who is she' as I start the clip with just Jo tying her shoes. The audience begin to wonder her story and pull from their experiences to come up with more of an idea of what will happen in the story, therefore thinking more about Jo and becoming 'friends' with her as they are of similar age. I do not use speech to keep the audience guessing the plot and therefore interested. She appears nervous and that is emphasised through close ups and this creates more curiosity over what is going to happen to her.
Jo Timbers is the only real character introduced, giving her more screen time to allow the audience more time to connect with her. The character is very much like the audience - afraid of not fitting in. Her working background makes her more accessible to the audience as she is very normal.
The music allows the audience to know it is a romantic film and it targets the female audience. The singer is a handsome man who is talented in more than one field of entertainment (TV, Theatre, Music and Dancing) John Barrowman makes a youthful rendition of this classic song.
Jo Timbers is the only real character introduced, giving her more screen time to allow the audience more time to connect with her. The character is very much like the audience - afraid of not fitting in. Her working background makes her more accessible to the audience as she is very normal.
The music allows the audience to know it is a romantic film and it targets the female audience. The singer is a handsome man who is talented in more than one field of entertainment (TV, Theatre, Music and Dancing) John Barrowman makes a youthful rendition of this classic song.
Who Are My Target Audience?
 |
| PG |
Sleepless in Seattle targets a more adult theme, Tom Hanks' character is a widow with a son who is searching for more love. Enchanted is based off Fairytales and for people to believe in the romance from fairy tales and therefore the certificate reflects the audience in this case.
The romance genre targets 16-45 years olds, however this is not exclusive. The target age group of any given film is usually reflected through plot and the age of the main characters, this is why my main characters are teenagers and the plot reflects teenage life (school and fitting in.)
 |
| PG |
Media Institutions
For the name of my distributor, I decided to use a different language like the company Buena Vista. Buena Vista, I found, was Spanish for 'Pleasant viewing'. Since my film is a romance film I decided to make a romance-specific distributing company. Because of this, I picked the French language, a language associated with love. From this I got Bellamour, which, when correctly written as Belle Amour, means Beautiful love. I believed the company should only be in one word.
It would be a relatively independent company that, if necessary forms alliances with major companies. This, however, is not always needed as romance films do not tend to need a big budget in comparison to films from other genre's because they're very close to real life.
In terms of a logo, I considered the logo of New Line Cinema. The logo is of a bit of film so I considered using a film clapper. I altered it into the shape of a heart to convey that it works with the romance genre.
It would be a relatively independent company that, if necessary forms alliances with major companies. This, however, is not always needed as romance films do not tend to need a big budget in comparison to films from other genre's because they're very close to real life.
In terms of a logo, I considered the logo of New Line Cinema. The logo is of a bit of film so I considered using a film clapper. I altered it into the shape of a heart to convey that it works with the romance genre.
Characterisation
The main character, Jo Timbers, is the only character to be properly introduced. This is because, according to the conventions of the romance genre, the main character has to be liked by the audience.
Jo's character brings up issues of the representation of Gender and Social Class. Mis-en-scѐne is the main tool I use to represent Jo as such. Her costume is plain grey but, to appeal to my female audience, still has some sense of style to it. Her bag as no designer label and appears to be quite used. She is seen as 'normal' and easy to associate with because she's a lot like the target audience. Her parents are represented similarly. The setting is of a house that is incomplete (the stairs are not finished) suggesting little money.
In my clip, the representation I make of the working class is that hey are intimidated but the higher class (the reaction shots of Jo to the letter and to the school.) This is important to my narrative as the new school creates the 'problem' as the higher class appear to treat her as inferior but she still finds someone to be with. The family is very close and they are supportive, setting up the disequilibrium as she feels quite alone at the school. Her parents are represented as her support network. Class is relevant as it firstly creates the obstacle that is a convention of my genre. It also conveys a moral message to my audience regarding aspiration that their background should not hold them back and they have the ability to do what they wish.
To represent my female character as likeable, I represented her as clever (moving to a more renowned looking school) but modest as she still shows nerves regarding moving school where others would be over confident. She still seems very girly with her style of clothes and this makes her more appealing to the audience as she is easily relatable to them and would not alienate them. During the whole film, she would innocently fall in love (she does not try to seduce him which makes her more appealing.) She also becomes the victim of the obstacle (he leaves her) making her more appealing and we side with her easily.
Jo's character brings up issues of the representation of Gender and Social Class. Mis-en-scѐne is the main tool I use to represent Jo as such. Her costume is plain grey but, to appeal to my female audience, still has some sense of style to it. Her bag as no designer label and appears to be quite used. She is seen as 'normal' and easy to associate with because she's a lot like the target audience. Her parents are represented similarly. The setting is of a house that is incomplete (the stairs are not finished) suggesting little money. In my clip, the representation I make of the working class is that hey are intimidated but the higher class (the reaction shots of Jo to the letter and to the school.) This is important to my narrative as the new school creates the 'problem' as the higher class appear to treat her as inferior but she still finds someone to be with. The family is very close and they are supportive, setting up the disequilibrium as she feels quite alone at the school. Her parents are represented as her support network. Class is relevant as it firstly creates the obstacle that is a convention of my genre. It also conveys a moral message to my audience regarding aspiration that their background should not hold them back and they have the ability to do what they wish. 
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