Media
Studies- AS Film
Elly
Long
Evaluation Questions
for 2 minute product ‘Game Over’
Evaluation Questions
for 2 minute product ‘Game Over’
1. In what ways does your media
product use, develop or challenge forms and conventions of real media products?
Taking
on board all the evaluation research I have done, be it my personal evaluation
or my peer, I found that the things that I have in common with a variety of
films (as pointed out in the peer/ target market evaluation) is that it begins
with the titles; what I mean by this is that some films can start with the
production companies, not having any non or even digetic sound, being
completely separate from the film itself, whilst I have incorporated them into
it, and as said in my other evaluations have done to give more of an impact/
hint of the genre that follows, just to really set a mood, so again in the form
of challenge would be up against films that do not go straight into the
credits, which is unlike the researched film (Resident Evil Afterlife.)
2. How does your media product
represent particular social groups?
In terms of music and clothing, it would be more focused on a group considered as alternative to some extent; the protagonist wears goggles, which I wouldn’t assume someone to wear on an everyday basis.
It also has, alongside a female character who is to then be represented in a positive light, drawing in some attention from female targets, but also is partially of an action genre, stereotyped to be more aimed at boys. Also it has a game factor about it, which research that I have done shows that games of this genre and age rating are targeted more at boys, i.e. showing them playing the gamjes on adverts/ always a male character being played.
In terms of music and clothing, it would be more focused on a group considered as alternative to some extent; the protagonist wears goggles, which I wouldn’t assume someone to wear on an everyday basis.
It also has, alongside a female character who is to then be represented in a positive light, drawing in some attention from female targets, but also is partially of an action genre, stereotyped to be more aimed at boys. Also it has a game factor about it, which research that I have done shows that games of this genre and age rating are targeted more at boys, i.e. showing them playing the gamjes on adverts/ always a male character being played.
3. What kind of media
institution might distribute your media product and why?
Straight away I’d take the initiative that a film company would like to produce/sell this media product, considering it’s a film itself (this is under the impression that this question is based on the idea of a finished, full-length product of 1 hour+ ).
Straight away I’d take the initiative that a film company would like to produce/sell this media product, considering it’s a film itself (this is under the impression that this question is based on the idea of a finished, full-length product of 1 hour+ ).
4.
Who would be the audience for your media product?
As mentioned in question two, both genders for sure, but around the age of 15+ due to the content which has been described in great detail in document that can be found alongside the rest of my work.
The content of the film would/ does include blood, violence and in the trailer/preview has mild profanity as well as the use of drugs. Nothing all too extreme such as sex or suicide to really crank the age rating up to an 18.
As mentioned in question two, both genders for sure, but around the age of 15+ due to the content which has been described in great detail in document that can be found alongside the rest of my work.
The content of the film would/ does include blood, violence and in the trailer/preview has mild profanity as well as the use of drugs. Nothing all too extreme such as sex or suicide to really crank the age rating up to an 18.
5. How did you attract. Address
your audience?
Again most of the detail can be found in questions 2 and 4, suggesting mainly on the game idea, a female protagonist and also the music used, which is something that appeals to a particular target audience of those considered ‘alternative’; I’ve based this on the idea that I can pander to those who would see this as somewhat relatable, since its basically all about a young individual who’s misunderstood and how she meets up with a group of individuals who have some form of mental health issues (i.e. depression) but is addressed in a lighter way, masking ti all behind something simple as a game. (Again see more fo my work for more detail.)
Again most of the detail can be found in questions 2 and 4, suggesting mainly on the game idea, a female protagonist and also the music used, which is something that appeals to a particular target audience of those considered ‘alternative’; I’ve based this on the idea that I can pander to those who would see this as somewhat relatable, since its basically all about a young individual who’s misunderstood and how she meets up with a group of individuals who have some form of mental health issues (i.e. depression) but is addressed in a lighter way, masking ti all behind something simple as a game. (Again see more fo my work for more detail.)
6. What have you learnt about technologies from the
process of constructing this product?
. Filming
Using the camera in a variety of ways can give an impact as to how the audience views things; this can be from something as simple as a panning shot with the use of a tripod, which can overall give a smooth action passing from left to right or visa-versa, but on the other hand, what I did, was to coincide with the action part of the genre, was to NOT use a tripod for the majority of the action part to give a subconscious feel that we as the audience were also experiencing the un-orderly rush of the character, making it more engaging.
. Production/ Editing
My go-to programme would be a simple one of Windows Movie Maker, which is nothing short of simple and in a way lack lustre when then compared to the advised programme of Premier Pro, which in itself opened up a more professional feel, where it allowed me to incorporate layers and play around with more titles.
The only problem was using the computers available, which were slow and hindered the process, making ti seem mundane for what it should be
.Uploading
From this experience its taught me to not rely too heavily on one fixed scenario i.e. planning an upload on a certain day,, because more than likely the computers wouldn’t work and I’d be pushed back. Instead I learnt quickly to have it all organised, and to then work with an upgraded system other than the ones available at school.
.Blogs
For GCSE I gave in all my work via paper and had it stored in a folder. Whilst practical at the time, it soon became hard to focus and keep on top of the massing alevels of paper, which if done incorrectly, I’d have to go, re-print/ write just to fill a gap.
But for this new course of AS we were encouraged to do things digitally whch enjoyed much more; GCSE I to make videos showing the conduct off my work and ideas, emphasising it with music and effects to really get across intentions in a less boring manner, but as said that was difficult to do as a print out; with everything digital, it enabled me to stay on top in an organisation that I| felt comfortable with and even allowed me to enjoy my worka nd me more creative with my idea, which in itself ended up warping my initial ideas into the end result I have now.
Its was also much easier for others to then view it without having to shuffle through a mountain of papers, able to choose what to look at because of the titles associated with each document./video/picture etc.
.Videos
Just the development of my work and evaluations through different use of programmes which helped and even encouraged me to do more with what I had and express my work with music, images and advice even from other students.
. Filming
Using the camera in a variety of ways can give an impact as to how the audience views things; this can be from something as simple as a panning shot with the use of a tripod, which can overall give a smooth action passing from left to right or visa-versa, but on the other hand, what I did, was to coincide with the action part of the genre, was to NOT use a tripod for the majority of the action part to give a subconscious feel that we as the audience were also experiencing the un-orderly rush of the character, making it more engaging.
. Production/ Editing
My go-to programme would be a simple one of Windows Movie Maker, which is nothing short of simple and in a way lack lustre when then compared to the advised programme of Premier Pro, which in itself opened up a more professional feel, where it allowed me to incorporate layers and play around with more titles.
The only problem was using the computers available, which were slow and hindered the process, making ti seem mundane for what it should be
.Uploading
From this experience its taught me to not rely too heavily on one fixed scenario i.e. planning an upload on a certain day,, because more than likely the computers wouldn’t work and I’d be pushed back. Instead I learnt quickly to have it all organised, and to then work with an upgraded system other than the ones available at school.
.Blogs
For GCSE I gave in all my work via paper and had it stored in a folder. Whilst practical at the time, it soon became hard to focus and keep on top of the massing alevels of paper, which if done incorrectly, I’d have to go, re-print/ write just to fill a gap.
But for this new course of AS we were encouraged to do things digitally whch enjoyed much more; GCSE I to make videos showing the conduct off my work and ideas, emphasising it with music and effects to really get across intentions in a less boring manner, but as said that was difficult to do as a print out; with everything digital, it enabled me to stay on top in an organisation that I| felt comfortable with and even allowed me to enjoy my worka nd me more creative with my idea, which in itself ended up warping my initial ideas into the end result I have now.
Its was also much easier for others to then view it without having to shuffle through a mountain of papers, able to choose what to look at because of the titles associated with each document./video/picture etc.
.Videos
Just the development of my work and evaluations through different use of programmes which helped and even encouraged me to do more with what I had and express my work with music, images and advice even from other students.
7. Looking back at your
preliminary task, what do you feel you have learnt in the progression from it
to the full product?
Definitely the variations on insinuating suspense. In the prelim, suspense what emphasised using music, pauses and slow actions, which I have incorporated in my piece, which I believe worked well, also knowing due to my target market feedback video.
Definitely the variations on insinuating suspense. In the prelim, suspense what emphasised using music, pauses and slow actions, which I have incorporated in my piece, which I believe worked well, also knowing due to my target market feedback video.
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