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

First and foremost what is key to understand while developing a thriller sequence, is to appreciate the basic conventions of a typical thriller media product.

One main element of the typical thriller conventions is the score embodied into the media product; in classic thriller films this usually includes an orchestra of strings perhaps, leading to a crescendo that will intensify the suspense and tension that the scene may develop, this adds to the atmosphere and mood for the audience.  Ours however is more contemporary with our choice and style; with electric sounds which suits a modern thriller-espionage; during the beginning of the sequence there is a score based on piano sound effects which is then intensified by a different score which occurs during the moment when the protagonist is bullied (and angered) by the bullies; moving into an even more contemporary electric score.
Another aspect is the editing involved. Especially with classic thriller-genre editing we see a series of long cuts, which then develop into fast cutting, with this the audience is faced with more of a build up of tension and suspense, and also, the use of cross cutting i.e. cutting from one (character) to another may create the idea of dramatic irony for example. As in the end of our media product, there are a series of quick cuts from a close up of the protagonist slightly smiling evilly and a shot of the briefcase in the office. With this the audience automatically are aware of the significance of the briefcase. 
There is also a use of various shots within the thriller genre. In order to grasp the mood and feeling of a certain character for example, a lot of close ups are used; with these the audience are able to see the character’s emotions intently. Also, low/high angles can be used in order to show a certain character being undermined or being in control of someone or a situation. With close ups on certain objects i.e. a briefcase, it is possible to create enigmas and have the audience question its purpose in the narrative. Having said that, including enigmas in a sequence builds a sense of mystery, and therefore tension and suspense; these may be uplifted with the use of camera shots/angles and the score. A lot of thriller media products use this technique as it may lead to a climax, and so a shock factor for the audience.  

With the Mise En Scene of a thriller product; the lighting tends to be low key, this is key to create a mysterious mood in comparison to high key lighting that may make the scene more uplifting. Also, with low-key lighting come long shadows, this adds to the atmosphere of mystery and suspicion. Our lighting in our product was bright and natural, this added to the realism of the situation, making it more of a contemporary piece.

In comparison to our media product, usually we have a male dominant character, for example in ‘Minority Report’, Tom Cruise plays a crime-stopping role. However, there are psychological thrillers that do have a woman as the protagonist i.e. in Flight Plan, Jodie foster plays a mother who at first is portrayed as pyschologically lost as she is convinced that she she lost her child inside an aeroplane. The director Alfred Hitchcock tended to portray women in a negative light in his work, as a classic director he included femme fatales- which is a woman who is seen to be dangerous- this is what our media body includes; it is not typical in a thriller to find a young girl as the antagonist, with this, we developed the classic ideas of Hitchcock and made it into a more contemporary as it is apparant with the example of Flight Plan, women are given more dominant roles in thrillers nowadays.

With the high angle on the protagonist we are automatically presented with her dominance.

The setting of ‘The Case of Revenge’ is contemporary, simply due to the modernisation of parts of the building especially. Also, usually with classic thrillers, they tend to be set in a more unfamiliar place, for example a motel or somewhere fairly remote.

Altogether, the media product we produced is overall a more contemporary piece, although we do embody the classic conventions where it suits i.e. having a score that leads to a crescendo, however with a more modern twist to it with the additional electric sounds, this then suits the characters, setting and challenging themes that are not presented in the usual classic thriller media product(s).

 

 

2. How does your media product represent particular social groups?

 

Representation of particualr social groups is expected in any media product, and many films tend to use stereotypes; for example, they may show young black people in hoods are involved in knife-crime. Media products can easily create a character through costume; in our media product I played the victim of bullying, and I wore glasses, as we wanted to easily communicate to the audience the type of character I am; by using mise en scene we are able to easily and instantly communicate the fact that I was a character that is prone to being bullied, as the stereotype of bullied students is usually that the dress ‘neatly’ with shirts tucked in, glasses and if they are a girl, in a neat ponytail – wit this they are seen as ‘un-cool’.

With gender, the sequence shows that women are dominant in the movie as the main bully is also female; and the fact that she is young and mixed-race aswell represents her as the typical bully as her character is also bigger than the victim. With this, and the fact that our protagonist is also female, our media product challenges the usual stereotypes of females. This is due to the fact that females are seen as the more caring people, whereas males are seen as the more violent type of people, and stereotypically are the people who usually are bullies.

The product represent young people in a negative light; no-one in the sequence seemed to help the main character and she resulted to going on a killing-spree. Not only this but the only elder character we have also adds to her madness, although he is not completely showing pure hatred, this may represent the fact that elders may be misunderstood or even the relationship between ages is not solid. The setting of the sequence is seen as a public school instead of a private one, this is communicated through the dress of the students as they are not completely smartly-dressed. Also, it is typical to assume in private schools there are mainly white children, with this, public schooling may be represented in a negative light as it is about bullying.

Being an arab, the role of the protagonist is stereotyipcal; ever since the twin-towers incident and the London bombings, ‘arab terrorists’ were seen throughout various media products.
However, the sequence does not show any means of racial discrimination; all of the characters are of different racial background, having said that there are no white people in our product, this may represent them in a good light as they are seen not to be involved in the situation; the typical hero of a movie is usually a middle-classed, middle-aged white man.
The ethnicity of the protagonist is just as key as the age and gender of them as altogether, with the age and gender our protagonist challenges the stereotypical ‘terrorist’. Due to recent events in American universities, this media emphasises that ‘terrorism’ is capable of coming out of any age and any establishment. Furthermore, with the fact that the protagonist is female, challenges the stereotype of male terrorists and questions the expectations of women by the audience.

 

3. What kind of media institution might distribute your media product?

 

In terms of institution, being a low-budget English product, produced by young students, it would be inevitable to be an independant film, with this there is no guarantee of distribution as it may not be up to the standards of mainstream films i.e. big budget Hollywood films.
In comparison to independant films, mainstream films tend to include well-known actors and have a multi-million budget in order to create effects i.e. explosions. Also, with independent films, the theme tends to be more challenging within society and usually about a gritty real life; for example in London to Brighton, it includes child prostitution, hard for society to accept, especially in the media. With independent films there tends to be a lot of kinetic camera work, highy key and realist lighting to add to the realism, this is embodied into our media product.

And so, in terms of distribution, institutions that would be most likely to help fund an independent film like ours would be independant rather than mainstream cinemas, for example Vue or Cineworld. Independant cinemas like the Electric Cinema, show films that practically never make it big, but may be successful in film festivals; having said that, it may be possible to show our product via student or local film festivals. It may be unlikely that it would make it to the Sundance festival in USA as it is seen more as a directory for bigger film makers rather than students.

It is very unlikely that our product would be put forward to even an independent cinema however; being young students the easiest way to distribute our product is through the internet, this is because it is accessable to everyone and it is free to upload and share. Not only this, but being young and our target audience being young, it is the youth who are on the internet the most and on video sharing sites like Youtube. Also, with social networking sites, like Facebook we can easily advertise our product there, it also helps that Facebook and Youtube have cross-promotion also.

In terms of television, it is very unlikely that our product would ever be shown, however, hypothetically if it were to be aired on show, it would show on a public broadcaster like Channel 4 which is seen to ‘provide for minority viewing’, including young students which is the age we are looking for, they also tend to show short films also. Also, being based around an Arabian femnale who is also a student, this storyline embodies many challenging themes, and so would be too challenging for other broadcasters like BBC who seek to ‘inform, educate and entertain’ to show.
Commercial channels like ITV and Channel 5 are least likely to show the film, however with cable TV come community-channels, if there were a local TV station, we may be able to put our product forward for showing.

 

4. Who would be the audience for your media product?

 

Looking back on our researh, our target audience were older adolescents/young adults (15-23 years old)  and in terms of BBFC the guidelines would accept our film as it does not have strong sexual or discrimanitive actions; also, negative behaviour is not ‘glorified’ as said by the BBFC guidelines.
There was no use of strong language during the opening sequence, the opening sequence itself may even get away with being a 12A rating, as there is no blood and the violence is not dwelled upon, however for the rest of the movie that hypothetically would have been created, it may be a 15 rating due to the psychological state of the antagonist due to school, which may not be suitable for 12 year olds in school, especially due to recent affairs of student-terrorists within American universities’ campus.
Having said that, being a 12A rated film would be less desirable in terms of marketing as being a thriller, the audience expect great suspense, and considering the challenging themes and events, the audience also expect a certain level of violence. By being a lower rated product, the audience will expect not so much of this and may not want to go watch it.
Our media product is most likely to be viewed by our target audience however; distribution through the internet via Youtube and social networking will easily help to share the video.

 

 

5. How did you attract/address your audience?

 

In terms of audience feedback however, the majority of viewers have referred to our film as “quite relevant to target audience”.

With the use of a school location we were straight away able to connect to our audience, and also the fact that predominately the cast, let alone the main character is young, it is more appealing to a younger audience. The theme, bullying is also something that our target audience was able to relate to, and the fact that thereare aspects of violence may attract young boys especially, but with the fact that it is a female antagonist helps attract a female audience as well.

However the actual production may not have attracted our target audience; young audiences tend to enjoy more of a shocking-action sequence, however this was difficult to make with no budget and so we had to add more sound effects rather than visual effects. With this technique, we made the opening sequence more of a symbolic one; this is seen as more powerful and emotional rather than being blatant.

From the audience feedback we were able to make suitable changes that would then make the product more attracting towards our target audience, by adding a more dynamic scores to fit the situation and intensity that we wanted o emphasise in the sequence. Also to stress the build of tension up until the moment the school gets bombed we added even more fast cuts followed by a sound effect of an explosion, with an overlapped sound effect of a school bell ringing.

 

6. What have you learnt about technologies from the process of constructing this product?

 

Throughout the making of the product, we have used many technologies to produce the sequence.
With the research, we used the internet, this is because it was easily accessable and you did not have to search long and hard for information, also it was more convenient as we had to post the research onto www.blogspot.com and uploaded our sequence on www.youtube.com – YouTube especially is a great way to distribute the video.
And without the internet we would most likely to have not of found copyright-free music to use as the score in our product  and also sound effects.

From the preliminary task of making a 30 second show of someone walking through a door and sit down in a classroom, we used DV cameras which have DV tapes, this creates more of a realist production rather than a Hollywood cellulised clean-cut production. With DV tapes, I think it was more useful to use as the production itself lookd more real, and being more like an independent film with a challenging  theme of a student-terrorist it was more effective as it underlined the realism of the theme.

Moreover, during both prelimary and main task we used iMovie to create both sequences. iMovie, being non-linear editing software is much easier to use in comparison to linear editing software that was used before new media software; with non-linear editing software you do not have to edit in the order, which can be destructive and very time-consuming.
 My skills, understanding and comfort increased much from the preliminary task to the main task; the software was not hard to get the grip of, it allowed us to re-draft and add changes, this was very key to helping us as in terms of storyboarding, our final product has many changes. The product from the preliminary task was very rough and quickly done, however we took more time and effort into the main task.

 

7. Looking back on the preliminary task, what do you feel you have learnt in the progression from it to the final product?

 

Looking back the approach to the preliminary task, it was poorly organised and planned. Although there was a storyboard produced, the actual production of the product was very rushed, which is apparent through the editing; we did not have much time to produce a polished version of a door opening, however, with this task we were able to adapt to a basis of ideas for our film, and develop an understanding of what king of shots and angles work well together.

Inevitably, with a rushed product, came various problems that we learnt to prevent; for example, during the making of the preliminary task, there were many other groups who were also trying to look for a free room, as the school was an open set, and with everyone going around and cutting through shots etc, not only was it time consuming, but also a distraction and frustration due to also lack of time. From this we learned to have a member of the group to block filming areas during the main task, also, as we filmed during lesson-time, the students were in class so they would not get in the way anyway.
Also, due to the restricted time, we understood that before filming we knew exactly what angles/shots we were going to film and who we needed, and so we informed the other actors of the time and place and also help them understand what to do.

Considering the fact that we only had no budget, our sound effects do seem to show an apparent and more effective end to the end of the opening sequence.  And in terms of editing, we did follow the rules, although there are a few slip-ups in the actual final product, but it is not completely obvious.
It was difficult finding a suitable score with the right crescendo and orchestra, although the one we finally put in does work, it would have been better if it would change at the right moments to help develop the scene and tension, we did try to manually change the volume of the score in the editing process, but it did not go as high as expected or wanted.

If anything, I would have of changed the actual storyboard itself; it was mostly used as a guideline rather than obligated to use; many changes were made during the process. Also, due to the fact that all of the scenes were filmed in school, it made it very difficult to get all the filming done in a short time; we could not film over weekends which would have been more time-efficient.

Evaluation

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

My final film uses a lot of thriller conventions but also challenges the forms of conventions of a thriller. Thrillers are aimed to create suspense and tension throughout the film. Our film is successful in creating tension by the use of the score. The score is quite slow at the start but increases at the end to create a sense of suspense and tension and to leave the audience questioning about what will happen next.

Furthermore, a lot of editing has been used throughout the film. Transitions have been used with good effect to show the difference in time between the flashbacks, which are in black and white, and the present day. Also, near the end of the film, fast paced editing between the antagonist and the briefcase, builds tension as the audience do not know what is in the briefcase. The fast paced editing between the antagonist and the briefcase is almost similar to a scene in Alfred Hitchcock’s traditional thriller, ‘Psycho’. It is not until the sound effect of the explosion is heard, that it is signifies that inside the briefcase is a bomb.

In addition, we used many shots and angles to help create our thriller film. Shots such as ‘long shots’ and ‘close-ups’ have been used to show the antagonist getting revenge on her school. The close-up helps show the facial expression of the antagonist as she seeks revenge. Her facial expressions are quite cunning and serious to show how she is determined to get her own back on her school for them giving her a hard time.

Our character types are quite traditional. The antagonist is a young girl who was bullied by her teachers and fellow students at school. She was an innocent little girl in school but after the series of bad events that occur to her, she decides to seek revenge. Also the antagonist is quite a small character in height compared to the bully who is bigger than her. This was done well as it shows that because the bully is taller and bigger than her, it shows that she has more power and authority but this changes when the student comes back to haunt the school with the bomb in the briefcase.

However, on the other hand, there are conventions that challenge the thriller conventions. In our film we opted to heave a female antagonist. This therefore shows that we have challenged the conventions as in films such as ’28 Days Later’ and ‘From Russia with Love’, the antagonist is male.

How does your media product represent particular social groups?

The film represents both males and females. The antagonist is unusual as you wouldn’t expect to see a female in such a violent role. Having stereotypes is a quick way of communicating a message to the audience. In addition, the film shows how teachers have authority over students as in the film, the student gets in trouble by the teacher. We chose to represent them in the way we did as it challenges the stereotypes. It’s quite unusual for a female to carry a bomb and in everyday life from events that have occurred in the past, it has been seen that the majority of the people that have tried to bomb places have been males. Also age is represented as its unusual for a school girl to carry a bomb round the school, normally these events would involve adults so therefore our film challenges this.

What kind of media institution might distribute your media product and why?

Our product is the first scene of a thriller film. It fits into the category of Independent films as it

is quite low budget. The style of our film is not like the Mainstream films where the styles are quite glamorous and bright. It does not consist within the Mainstream films as them films are films which have had a big budget put into them and they have been successful in Hollywood. In addition, Mainstream films have good casting, which include top actors e.g. Brad Pitt and actresses e.g. Angelina Jolie, which help attract people to watch the films. Our film consists of ordinary school students and teachers and so wouldn’t make it on Mainstream. Furthermore, our film would be shown in Independent Cinemas such as the ‘Electric Cinema’ in Nottinghill and not in Mainstream Cinemas such as ‘Vue’ and ‘Cineworld’.

Moreover because our film would be classed as an Independent film, it would be shown at Independent film festivals such as ‘Sundance’ in the USA. Also it could be shown at local film festivals and student film festivals.

What is more, a popular way of distributing media products is through Internet and TV. Internet sites such as ‘YouTube’ allow users to post videos on the web for anyone to view at no cost. Also, social networking sites e.g. Facebook, also allow users to post videos on the net and that is also at no cost. Therefore we would be able to show our video worldwide through the use of the web. Furthermore, TV is an easy way of showing media to vast amounts of people. Terrestrial TV (BBC1, BBC2, ITV, CH4, CH5) are all mainstream Channels. However, Channel 4 is a Public Service Broadcaster which provides programmes for the minority interest. It shows programmes such as short films and community films so therefore our film could be shown on TV on Channel 4.

Who would be the audience for you media product?

From doing our research, we aimed our film at people aged 15+. This was our target audience as predominately these were the ones who enjoy an intense storyline. Also we chose our target audience from looking at our location, having our film based in a school is an everyday place for 15 year olds so therefore it is quite relevant. The regulatory concerns were that for a 15 on the BBFC it states that we could show violence but it cannot dwell on the infliction of pain and injury and can’t include strong gory images. Also the BBFC states that no theme is prohibited as long as it is suitable for 15 year olds. From looking at our film, I honestly believe that we have created a product suitable for our target audience and we have stuck by the BBFC classification.

How did you attract/address your audience?

We was able to address and attract our audience by looking at our audience feedback and editing out film to meet their demands and interests. From our audience reviewing our first draft, all of them agreed that our film was relevant to the thriller genre. A main point that we came across was that the audience suggested a score throughout the whole of the film. They all thought that our film was relevant to the audience and an improvement that some people suggested was to try and experiment with other effects and to make it more of a climatic ending. After the audience feedback we edited our film to appeal to them. We added a score throughout the whole film which increases in pace towards the end to build tension and suspense. We also added sound effects at the end to make it more climatic. The conventions that we included that appealed to our target audience was the fast editing and good use of transitions to show a difference in time. If we didn’t add transitions, then the film would last too long and it could end up boring the audience as it would take too long to get to the climax. Transitions help show a change in time and therefore don’t drag the film on which then keeps that audience’s attention towards the film.

Morover, we included a theme which would appeal to our audience. Our theme was appealing as it was based in a school where the antagonist tries to seek revenge on her school. Also, the characters also appeal to the audience. The antagonist is someone just like the audience, someone who goes to school to learn and to get a good education and the bully is a character that appears in all schools as bullying is a major concern in some schools. Therefore with these characters and seeting, it gets the audience involved with film.

What have you learnt about technologies from the process of constructing the product?

I have learnt a lot from the whole process of constructing my film. The process started from research. In this part i learnt how a lot of research has to go in to making a film. Research such as ‘Codes and Conventions’, ‘Genres’ and ‘BBFC Classification’ all have a big impact in making a film. Film producers need to know what to include in their film so it can suit a specific genre and also what to and not to include for particular target audiences.

Furthermore, we used the technology of the internet to help us research our film and to compile our group's blog. Research was a vital part of creating our film and the majority of our research came from the internet from various sites.

Moreover, from this project I learned how to use the programme ‘I-Movie’ to create my film. It is a non-linear editing software which is very easy to use. Unlike linear editing programmes, which are very destructive because if u do something wrong, you have to delete the whole footage and start again, non-linear programmes let you create your film, then go back and edit it without having to start the whole process from the beginning. Therefore, non-linear software allowed us to continue to develop and improve our film during editing. This made the process a lot easier and more time consuming.

Also, we used ‘DV Cameras’ and used DV tapes. These effected the overall look and feel of our film as it added more realism to the film as the end look is quite gritty with less intense colours.

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

When we approached our preliminary task we wasn’t very familiar with using a camera and the software to edit our footage. However, after completing the preliminary task, we was able to go into the main task with quite a good understanding of how to use cameras and the software.
Our preliminary task was limited as we was only allowed to do it in school whereas for our main task we was allowed to film outside of school and in our own time e.g. on the weekends.

Furthermore, the casting was quite basic as we could only uses students in school so the mise-en-scene was of the traditional school student with normal school lighting and location. But in the main task we had the option of using people from outside of school and also we could use props and different outfits to add realism to our film. The sound for our preliminary task was of ambient sounds with no score. However this changed in the main task as we added a score and sound effects to add tension and suspense and to make it look like a proper film.

In addition, our camera skills had improved by the time we started filming the full product. The 1preliminary task was quite a quick and basic task and our camera skills were not developed enough to make our preliminary task look good like a proper film clip. However from the progression from the preliminary task to the main task, our camera skills had improved and we learnt how to incorporate different camera angles and shots to make our final product look real.

Moreover one main thing that we progresses on was the editing. During our preliminary task, the editing was very basic with no transitions. This changed during our main task, as we allocated more time to the editing and added techniques such as transitions and match-on-action to improve from the preliminary task to our main task.

BY ROSS DALTON-SHORT

Evaluation of "A Case of Revenge" By Myles McCaulskey

AS - Media Studies Coursework - Evaluation of "A Case of Revenge"

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

Over the years, the “thriller” genre has developed. This is clearly evident from the times of Alfred Hitchcock in the mid 20th Century to today’s present “thriller” productions. Although, the movies in the “thriller” genre have developed over time. The conventions have stayed the same making them classic and crucial elements in creating a successful “Thriller” sequence or film. The classical conventions found in the “Thriller” genre include:

· Tension and Suspense

· Mild Fear and threat

· Slow editing that develops into Fast Editing and Cross Cutting

· Low Key lighting

· Dark, mysterious locations

· Multiple close ups

· Enigmas

· Dramatic Irony with the use of Red Herrings

· Multiple Narrative Structures

However, movies that have developed these conventions considerably or have incorporated a range of conventions from other genres are known as “contemporary thrillers.” These films challenge the classical conventions of a thriller and apply an alternative production style and approach on the “thriller genre.”

“A Case of Revenge’s” thriller style can be seen as both a “contemporary and classic thriller” as the film doesn’t attempt to reach all the classical conventions of a “classic thriller” production, but does effectively use a mixture of common conventions in the thriller genre.

“A Case of Revenge” uses the traits of tension and suspense as these are essential within the thriller genre. Furthermore, “A Case of Revenge” uses the quick flourish of Cross Cutting between suitcase and the main characters face. This was influenced by Alfred Hitchcock’s “Psycho” in which cross cutting is seen between “Norman Bates” and his dead mother. Cross Cutting is an effective trait as it shows the use of fast cutting, but also the implications that the suitcase and the main characters face are almost in cohesion together before a dramatic event. Cross Cutting creates increased suspense and anticipation before an event takes place.

Furthermore, “A Case of Revenge” quickly establishes the main character almost immediately within the sequence. This was drawn from the influence of “28 Days Later” which also uses the same approach to show the audience the main character in the opening. This sets up an enigma as the audience are inclined to know who this character is and their purpose in the film. This approach is extremely effective within the “thriller genre” as it is used in many films such as “From Russia with Love’s” opening sequence.
On the other hand, the use of “high key lighting” on the locations in “A Case of Revenge” meaning that the locations are clearly established meaning no suspense can be drawn from the locations as they are clearly seen by the audience. The use of “high key” lighting used within our thriller sequence is extremely unorthodox, as classic thrillers attempt to manipulate and play upon the use of “low key” lighting, which can create an ominous feeling and enigmas within the sequence, as the audiences view of the characters or setting is impaired due to the dim or dark lighting. Moreover, there are no multiple narrative structures within “A Case of Revenge” as the sequence looks at the main character’s journey and previous experiences. This is a direct difference to the 1998 thriller movie “Scream” which looks at multiple narratives of how the masked killer stalks his victims and kills them. Nevertheless, in many thriller movies women are seen as victims and vulnerable to their surroundings. However in contrast to this thought, “A Case of Revenge” illustrates that the main character is a powerful woman committing a crime. A “Femme Fatal.” This opposes and challenges that general view of women in the thriller genre as the main character in “A Case of Revenge” opposes the stereotype and in fact creates the tension and suspense by her atmosphere in the sequence.

Low Key Lighiting:

High Key Lighting:

Finally, “A Case of Revenge” is identifiably a British thriller as it uses a real life situations and transforms the location or scenario into a tense and suspenseful setting. Furthermore, the setting of “A Case of Revenge” challenges the typical conventions of the thriller genre. Our thriller sequence is filmed in a school which is unusual for a thriller sequence as many sequences within the thriller genre use locations like forests or abandonment buildings to implement the mild fear within that location as the audience may also be scared to be situated in that location.“A Case of Revenge” was influenced by the introverted approach of British thriller. This allows the theme of the thriller to grow and ask the audience to find the true intent of the sequence. The style used was not influenced by an American thriller, which looks at manipulating the typical “home alone” or “instant victim” approach allowing the audience to assume who the victim could be. “A Case of Revenge” uses its own unique style that could challenge both British and American thrillers as it uses a simple setting to provide a deeper message that may be able to relate to.

A Typical Location for a "Classic Thriller" sequence:

"A Case of Revenge" location - A "Contemporary thriller" sequence:

Question 2: How does your media product represent particular social groups?

Throughout our production, it is clearly evident that we have a various portrayals of different social groups situated in the opening sequence. Our opening sequence illustrates the diversity between age, ethnicity, gender and status in society. The main character and the central focus “A case of revenge” is a young teenager commonly known as “Madeline.” This illustrates that women can be the central character of suspicious in a sequence as “Madeline” the main antagonist/protagonist in the sequence is at the height of suspense and tension. The casting of a young female as the main character challenges the normal representations and stereotypes of women in the thriller genre. In “Classic thrillers” women are generally seen to be the victims of the thrillers as they are portrayed to be the victims of violent crimes. However in “A Case of Revenge” the main character committing a crime is a woman. This challenges the representation and stereotype of women as they are seen to be the main character of suspicion and not the victim of a crime committed by another character within the sequence.

Moreover, ethnicity is a key element in “A case of Revenge.” “Madeline” is of Arab decent and is portrayed as a terrorist. This falls into the common stereotypes of Arabs as they are seen to be a danger to other social groups and terrorists. Furthermore, another important portrayal in “A Case of Revenge” is status in society. “Madeline” a young teenager is seen to be undermined by her older superior teacher showing that adults and people of a higher status undermine youth views and beliefs in society. The short interaction between teacher and student is a metaphor illustrating how older members of society and people with higher authority control the youth and lower classes to show how they influence society and have the control in society. Young people are shown to be active, but also quite intimidating to other peers. Ethnic minorities are seen shown in different aspects depending on their ethnicity, whilst adults and people of a higher status are seen to be overpowering and always attempting to imply their superior authority on a situation.

Apart from representations, media stereotypes are important within “A Case of Revenge.” “A Case of Revenge” shows that a young girl of Arab decent is planting a bomb inside a school. This is considered a stereotype as Arabs are seen as a danger to society and terrorists in today’s ignorant society. Moreover, the bully of the sequence is of “black ethnicity.” Another stereotype is played upon within this sequence as it portrays that “black people” intimidate society and pray on the weaker members of society. The use of an “Arab” terrorist clearly states a message to the audience and quickly establishes that the main character in question is suspicious not only because she is menacing as she prowls through the school, but because she is “Arab” and considered a threat to society. The use of a “black” bully sets the mood of an urban social realism effect to the audience helping them also quickly establish that this character is a threat to “Madeline” and that this character fits into the general stereotype of “angry black women” in today’s society.
Although, “A Case of Revenge” uses stereotypes to help quickly establish the characters and their positions in the sequence, “A Case of Revenge” challenges representational stereotypes. “Madeline” is the main character who is plotting to wreak havoc and carnage within the school. This challenges the general stereotype of a weak vulnerable woman. “A Case of Revenge” makes “Madeline” and women seem like potential “Femme Fatal’s” as there is no stereotype within the sequence that shows that women are vulnerable, but really shifty, clever, smart women providing the suspense, tension and the overall feeling of a “Thriller” within the sequence.

This is an element uncommonly seen in sequences, as the dominant characters of suspense and tension are men, who are generating the action. This changes the general stereotype in “A Case or Revenge” as “Madeline” is portrayed as a “Femme Fatal” as she attempts to blow up the school and put the past behind her.
In addition, “A Case of Revenge” uses stereotypes within its Mise en Scene to quickly connote and suggest the role of the main character within the sequence. “Madeline” the main character within the sequence is wearing all black clothing suggesting that she may be a spy or somewhat of a suspicious character as she strolls through the school surroundings. The use of all black clothing connotes to the audience that “Madeline” may not be a protagonist in the sequence, but an antagonist within the sequence, as the stereotypical connotation of the colour black is “bad, suspicious or evil.” The use of the colour black helps to show the audience that the main character is suspicious thus is also used not to confuse the audience through a multi coloured costume, which may make the main character seemed pleasant and innocent.

Question 3: What kind of media institution might distribute your media product and why?

“A Case of Revenge” is an independent low budget British film which looks at a teenage girl being faced with severe bullying. This results in a retaliation from the victim who seeks revenge on her school, by placing a bomb in the head teachers office, devastating the entire school. Due to the fact that “A Case of Revenge” is an independent British film, it would not have a big budget like a “Mainstream” Hollywood Production. The diversity between “Mainstream” and “Independent” films are clearly evident through the construction and distribution period. A “Mainstream” Hollywood production would be a movie like “The Book of Eli” which would have a large Budget to use of CGI effects and other aspects of a Hollywood film. A “Mainstream” production would have excellent casting with well-known and established actors such as Denzel Washington, Brad Pitt or Sylvester Stallone.

Moreover, a “Mainstream” production would have a simplistic theme allowing the audience easily work out the proposed theme in the production. On the other hand, independent films are generally low budget films, with actors who are not well established in the media. Furthermore, independent films usually tend to have a deeper theme allowing the audience to engage in the movie and think about the theme whilst watching the production. Many “British-based” films are independent and look to funding from the “Lottery” in order for their films to be successfully funded. An example of an independent film would be “London to Brighton” which looks at the theme of “Child Prostitution” and “growing up in dangerous circumstances.” This clearly shows that “A Case of Revenge” falls under the low budget independent film category.

However, independent films can still be distributed across the world using various approaches. “A Case of Revenge” could be shown with other independent films at an independent Cinema such as “Electric” or the “Prince Charles Cinema” this would allow a greater amount of people to watch the film at one given time. Moreover, independent films can also be shown at film festivals. Festivals like “Sun Dance” in the U.S.A attract a phenomenal amount of attention and many independent movies look to have their film view at this event. However, a production such as “A Case of Revenge” could be shown at Local film festivals held by students, allowing the production to once again attract its target audience as it is a student based film and has a target audience of 15-25 year olds, many of whom are students and may have witnessed or experience bullying.

In addition, films can be distributed on Social Networking sites such as Youtube, Facebook, Myspace and Bebo. These video sharing and social networking sites allow you to post your video up and send links to people with your target market. This would allow a film to be seen by many people across the world as the links are sent around the Internet. Posting “A Case of Revenge” on Youtube or any other social networking site would be ideal as it is a short film that can capture audience attention quickly and capture the target audience that “A Case of Revenge” is striving for. It will also have the ability to gain multiple hits on the Internet and if successful enough may receive media attention of T.V shows that dedicate themselves to finding videos with multiple hits. An example of this would be the Channel 4 show “Rude Tube.” There would be a possibility that a profit could be made from “A Case of Revenge” as it is possible to sell a film on Myspace. This would generate funds through distribution. The funds could then be put forward to a new production.

Furthermore, A film could be distributed on Terrestrial Channels on television. Channel 4 is a “public service channel” which has a tendency to show short films on a show called “3MW – 3 Minute Wonder.” The opportunity may arise for “A Case of Revenge” to be sent to “3MW” meaning that multiple views who tune into Channel 4 before the 7pm News will witness “A Case of Revenge.” This time slot would be ideal as “A Case of Revenge” tackles many points situated in the news today. These include “Bullying” “Terrorism” and how people are driven to crime through influences or by being ostracised by social groups. This would prove to be a hot topic and could be debated on the news or by students. Moreover, “A Case of Revenge” could be distributed to BBC’s “Switch” which is a show dedicated to young people and their opinions. This would help draw the correct target audience for “A Case of Revenge” as the average view of this show is between 15-25 years old.

“A Case of Revenge” would have the best distribution chance on a social and video sharing site such as Youtube, as it is free and can be easily seen by multiple viewers by sending links across the Internet. It would cost money for “A Case of Revenge” to be sent to a Terrestrial T.V. Channel, which could result in a loss of money, we as an independent board may not have money to give away.

Question 4: Who would be the audience for your media product?“A Case of Revenge” was originally produced for people aged 15 and above. This was due to the fact that a film of a “15” certification thriller sequences can be used within this rating as the conventions situated within a “15” certified film can apply to a thriller sequence. A thriller sequence would be easily portrayed within this certification as fear, threat and mild horror can be applied to the sequence. A certification of “15” would help the audience asses that there will not be too much horror within the sequence because it is not an “18” certified film, which would possible play on the horror frequency of the thriller genre. After producing the opening sequence to “A Case of Revenge” I believe that the rating should be reduced to a “12A” certification. I believe that the sequence plays on mild suspense and tension to develop. I believe that the sequence had mild tension and suspense, but not enough fear to move the certification to a “15.” I believe that with all these factors taken accounted for views aged 12 could watch this sequence as it shows no signs of challenging a 12 year olds psychological state through increased fear. “A Case of Revenge” has qualities of a certification of “15” but without the use of mild threat and horror in the sequence, the certification of “15” would be limited for the sequence. Overall, the appointment of the right certification for “A Case of Revenge” was a failure as the potentiality and actuality of the sequence differed once production had taken place.

Moreover, reducing the BBFC certification to a “12A” may turn out to be a detrimental effect to “A Case of Revenge.” The marking of the movie may face a substantial effect as the company financing the production may be disappointed that the film didn’t arise to its chosen certification. This may limit the money spent on advertising the product, meaning a loss of profits for “A Case of Revenge.” Furthermore, the target audience of “A Case of Revenge” initially teenagers aged “15” and over may assume that “A Case of Revenge” now certified at a “12A” may not be suspenseful, or provide enough tension for their own thriller enjoyment. This may result in a loss of “A Case of Revenge” attracting its target audience, meaning that the audience watching the sequence may not be able to relate to “A Case of Revenge” as they may not understand the implications we had initially set up for older teenagers to understand. This may be because younger children of 12 years and under may not understand the themes or the messages behind “A Case of Revenge” as they are not old enough to experience these situations. As a result of this “A Case of Revenge” may come under harsh criticisms for not relating to the audience of a “12A” certification and not being suspenseful or tense enough to clinch the certification of “15.”

Question 5: How did you attract/address your audience?

After the first draft of “A Case of Revenge” was produced it was shown to an audience in order for us to acquire audience feedback. This was so we could improve and maintain elements of our opening sequence. The audience all believed that the sequence was “Quite Relevant” to the “Thriller Genre” for a numerous amount of reasons. “A Case of Revenge” appealed to the audience through its sub genre of “Espionage-Thriller” and the use of cinematography. The audience were captivated by the use of “Fades” and “Cross Dissolving” used within the sequence. Moreover, the audience also commented on the good use of a varied range of shots, effective and relevant score, which was placed at the end to increase the growth of tension and suspense. Nevertheless, the location of “A Case of Revenge” appealed to the audience as it was set in a well-acquainted location for the audience. The audience like the fact that it was set in a school surrounding meaning they could relate to some of the aspects within the sequence. The audience believed that “A Case of Revenge” related to 15-25 year olds, meaning that out target age groups was successfully achieved.

However, the audience also wanted to seem more score, ambient sound, varied transitions, and faster editing within the opening sequence as some elements of the sequence were not successfully slotting into succession. This allowed us to evaluate what elements of the Opening sequence of “A Case of Revenge” successfully work and what may need improving. This allowed us to produce a successful “Final Draft” including all of the improvements suggested by the audience. This now meant that the audience would successfully be engaged to the sequence as the final draft includes all the final preparations and changes that would appeal to the audience.
Furthermore, “A Case of Revenge” attempted to use context, style and theme to successfully engage our target audience. Due to the fact that our target audience was 15-25 years olds, the use of a young main character and a school setting allowed the audience to engage with the sequence more as they share the same experiences as the character and the environment in the sequence. This is because the audience “A Case of Revenge” is targeted at if for students who are attending sixth form or college. Moreover, the theme of bullying was an appropriate theme for our target audience as many of the audience have witnessed or been victim to bullying at school.

Question 6: What have you learnt about technologies from the process of constructing this product?

Throughout the production of “A Case of Revenge” I have been able to learn about the process of constructing the “Final Draft” of the opening sequence by using various different sets of technology. The first introduction was the use of an Internet blogging and video site called http://www.blogger.com/. This site allowed us to place our research onto the internet and provide us with the opportunity to add videos, pictures and any other piece of media we may be inclined to add to our research. Nevertheless, I used the Internet to help structure my BBFC research. This allowed me with the opportunity to explore a new website and gather research ready for my the Research and Planning phase of “A Case of Revenge.”

Furthermore, the next use of new technology came from the use of “DV” Cameras and tapes. The use of “DV” Camera and tapes allowed the production of “A Case of Revenge” to look more realistic as the camera playback looked “grainy” and not a “High Defined” celluloid Image. The “DV” Cameras allowed us to produce “A Case of Revenge” on a cheap, quick, easily accessible piece of Software meaning that when the “rendering of the tapes” would commence, the instructions are very simple. This was suitable for “A Case of Revenge” as it is an independent film, which attempts to relate and engage our audience through real life circumstances, instead of simple minded Hollywood themes. The use of “DV” Cameras added to the crucial effect of engaging the audience into our sequence.

Moreover, another piece of significant technology used was the editing suite commonly known as “I Movie HD.” The advantage of use a non-linear piece of editing software allowed us to move the sequence of clips in different orders and not parallel of how the footage was imported. This provided us with the ability to shoot different location and scenes in a different order and not have to follow the locations and shot of the storyboard as, the weather or other conditions may have prevented us from filming at that location at that specific time. If we had used Linear Editing Software then the order of filming would be limited and we would have to abide to the storyboard in order for our production to be edited successfully. In addition, Editing using “I Movie HD” allowed the footage we had previously shot develop and beginning to take place and be structured in the opening sequence that is “A Case of Revenge.” With the use of “Transitions” “Titles” “The application of Score” and the ability to select specific shots and place other in the “shot selection” section allowed the whole editing process of “A Case of Revenge” to develop smoothly and allow the Opening Sequence to edited successfully.

Once the footage, was successfully edited and put in place it was evident that there was a huge gulf in difference between the “Final Edit” of “A Case of Revenge” the original storyboard. The storyboard seemed narrower and didn’t show the implications of high angle and low angle shots used in the “Final Cut.” This is seen in the dramatic approach to the teachers office, when the main protagonist/antagonist enters the room. Other shots such as the view of feet crossing the screen were also included in the “Final Cut” but were not included in the storyboard. Therefore it was clearly evident that the “Final Edit” and storyboard maintain a similarity in locations, but almost all of the shots had been adapted to make the editing of “A Case of Revenge” more effective, once the audience watch the opening sequence.

Finally, new media heavily influenced me in the production of “A Case of Revenge.” During the “application of the score” in the editing phase, I produced the main score at the beginning of the opening sequence on a programme called “Garageband.” This programme allowed me to make a score that was calm, and dramatic enough to be applied to the opening sequence. The use of this music production programme allowed be to avoid the waivers of Copyright music and provided me with the opportunity to produce a piece of copy right free music that could freely be applied to “A Case of Revenge” as it was created by Copyright freely.

The final phase was deciding to place “A Case of Revenge” on a social networking internet website. Social Networking sights such as “Youtube http://www.youtube.com/” “Facebook http://www.facebook.com/” and “Myspace http://www.myspace.com/” allows me to place “A Case of Revenge” on a website that allows me to distribute the production to our target audience of 15-25 years olds. Overall, the use of technology such as “I Movie” “Garageband” and “DV” Cameras has allowed “A Case of Revenge” to be transformed from an idea on a storyboard to a fully fledged production ready to be placed on a social networking site for our target audience.

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

The “Preliminary Task” was the first assignment provided to our group at the beginning of the coursework. Having looked back at this task it is clearly evident that I have learnt a significant amount in the progress and preparation for “A Case of Revenge.” The first aspect of learning from the “Preliminary task” was the planning. This was extremely rushed and the production of a storyboard was not extremely clear meaning that when the filming time was issued, our group was confused on what shots were next and how we would order them with the assigned timing and type of shot being used. One of the major mistakes our group had made in the “Preliminary Task.”

The Editing was extremely inconsistent meaning that it lacked fluidity in the sequence. Moreover, the attempts on the 180 Degree rule, transitions and other effects failed and caused further confusion for the audience, as they spent more time on what was supposed to be happening and not what was actually happening. The “Preliminary Task” was extremely sneffective and unsuccessful as our group was extremely in inexperienced in filming, choosing the right locations and constructing a convincing edit using “I Movie.” On the other hand, our final product was well planned, filmed and editing as we had condoned for our mistakes in the “Preliminary Task” and we decided to use the Task as an advantage to learn how to successfully film various shots, edit sufficiently and effectively when using “I Movie” and making sure that the planning was extremely precise providing us with a guideline for the production of the filming once commence. The “Preliminary Task” provided our group with a learning curve to a successful “Final Edit” of “A Case of Revenge.”

Written By Myles McCaulskey

Evaluation

1. In what ways does you media product use, develop or challenge forms and conventions of real media products?

The media product in question is a film involving the thriller genre. A thriller movie can be classified into two specific conventions either classical such as that involved in the making of films such as 'Psycho' and 'From Russia with Love' which can involve characters such as Femme Fatales. This is compared to the more contemporary characteristics involved in the making of thrillers such as '28 Days Later'

Many normal conventions of a thriller movie include:

• A tense score that increases in pace and suspense is built surrounding the lead character.


• The editing increases in pace as long, quick shots are aided by the help of cross-cutting.


• Enigmas are set up for the audience to try and work out


• Many close ups maybe used with high and low angles to show the balance of power between the two or more characters involved, and,


• Lighting is mostly low-key with a male predominantly playing the lead role

Basing my media product on these five indicators, it can be seen as fitting the classical mould. However it can be seen as unconventional to traditional thrillers as the film contains the use of a female protagonist compared to traditional thrillers such as James Bond.

Films such as Traitor and United 93 can be seen as inspirations for the film creation as it incorporates the idea of a person/people wanting to take revenge on the power that the key character cannot have. The basis of which is explained in the thriller movie created as the key character, Madeline is seeking revenge on the power that is the school for what has happened to her. The implications of using a female Asian character as the protagonist goes against conventions as in movies such as Mission Impossible, The Bourne Ultimatum and Casino Royale involve white, male protagonist with Tom Cruise, Daniel Craig and Christian Bale leading the movie.

1. 2. How does your media product represent particular social groups?

Many social groups have opinions based on them through stereotypical views on the average appearance of the group. For instance young people are seen as a nuisance because of yobs. There were six main areas of representation that had to be discussed when making this film. Each of the six areas needed a discussion on how each would be represented and how we would involve the different groups of representation.

Firstly, a female character leads the movie, which in itself was seen as unusual as predominantly, males are seen to be leading a thriller movie. This in itself goes against the stereotypical view of a lead character in a movie as a minority of films use females as the lead role in a thriller movie.Going against this stereotypical view conveyed the message to the audience that initially not only men have the top roles in movies but also that the use of a female with glasses seemed go with the stereotypical view that many of those that are bullied normally have these or some of these characteristics. This can be compared to that of Kill Bill as although the main character is out to out to exact revenge on a greater power than her, but Madeline goes against the greater power is a less direct fashion than that of Uma Thermon in Kill Bill, meeting the convention that females are less physical in their search for revenge.

Furthermore the plot of using a minority as the eventual bomber, does go along the lines of the stereotypical view of an Asian based person being a bomber, however instead of the extremist views that normally overshadow the values of a bomber, the key character instead is pushed over the edge by school bullying a thing that is widespread amongst nations.

The screenshot taken from the film, United 93 that highlights (terrorist plot of September 11,) shows that the stereotypical view of a terrorist in the mainstream American movies is a male of the Asian race, rather than females showing that it was unconventional to portray a terrorist as female.

Furthermore the involvement of a youth as the main character holding a bomb conveys the stereotypical vision to the audience that the character has to be extreme in her views compared to is an elderly man had been holding a bomb in a brief case.

In areas such as Northern England there is a much higher rate of Asian cultures of which they could possibly take offence to the common view that it has to be someone of the Asian race that has to bomb somewhere and not a young white man from Croydon for example. Furthermore if the typical view of a white girl from Essex was to lead the cast, the audience would feel that the bomb wouldn’t go off or that the traditional stupid view of this type of person would be upheld.

However the involvement of a typical power relationship of parent – pupil is upheld towards the end of the movie as the member of staff (Mr Boothe) is seen telling Madeline to “get on with her work” something that even though it was reluctantly done, was still followed out. The power of the teacher is something that can be related to by all as many people believe like Madeline in the plot that teachers either are against them or don’t take their side in close personal matters such as in this case the bullying of the key character. The school through the movie is portrayed as unwelcoming to Madeline in her case of bullying. It shows that through the continual dismissal of bullying has led to these circumstances.

3. What kind of media might distribute your media product and why?

In media there can be seen as five main industries to for new products:

• · Cinemas
• · Television
• · DVD/ Video
• · Social Networking
• Film Festivals

Firstly cinemas can be broken down into; mainstream, Independent and Art house. Mainstream films can best be defined as commercial films that know a wide release and play in first run theatres (A movie theater that runs primarily mainstream film fare from the major film companies and distributors, during the initial release period of each film). Being sold at popular stores (such as Amazon.com or its affiliates), or more typically, at general stores (such as Wal-Mart and its affiliates) can also be an indicator. Hollywood movies are usually considered mainstream and blockbusters are also mainstream films. The boundary is vague. Mainstream suggests middle-of-the-road and implies commercial viability, sometimes implying that the commercial viability is tantamount to a loss of artistic creativity. The opposite of mainstream film may be experimental film, art film or cult film.

Independent films however are a film that is produced mostly outside of a major film studio. The term also refers to art films which differ markedly from most mass marketed films. In addition to being produced by independent production companies, independent films are often produced and/or distributed by subsidiaries of major studios. In order to be considered independent, less than half of a film's financing should come from a major studio. Independent films are sometimes distinguishable by their content and style and the way in which the filmmakers' personal artistic vision is realized. Usually, but not always, independent films are made with considerably lower budgets than major studio films. Generally, the marketing of independent films is characterized by limited release designed to build word-of-mouth or to reach small specialty audiences.

Art House films, are typically a serious, noncommercial, independently made film aimed at a niche audience rather than a mass audience Film critics and film studies scholars typically define an “art film” using a “...canon of films and those formal qualities that mark them as different from mainstream Hollywood films”, which includes, among other elements: a social realism style; an emphasis on the authorial expressivity of the director; and a focus on the thoughts and dreams of characters, rather than presenting a clear, goal-driven story. All three film operators can be seen as unrealistic to provide to as it would involve distribution rites being given to the cinemas in question which would be completely out of question as the budget given to the group was minimal. From which the Art House cinemas would be seen as the more viable.

Although a more viable solution would be to release the film on a DVD, although again costs of copying and rights would mean the minimal budget given to the group would be another stumbling block as the DVD would have to be advertised continually. Television is an even more viable option as terrestrial television especially channel 4 would possibly invest in the film during seasons of television such as the recent ‘Slumdog Millionaire’/ Indian Winter season highlighted. It also provides endorsement for creative new programmers such as; the Inbetweeners, Skins, Shameless and Misfits which have all been successes with some even being gossiped about becoming a movie.

Social Networking such as YouTube, MySpace and Facebook would be a greater option as it would open the avenues to further endorsement. YouTube for example uses the money from subscribers to invest in amateur channels such as charlieissocoollike and richiesherman which could even end up on television programmers such as ‘Rude Tube’ that uses YouTube videos.

Therefore placing our clip on Youtube could represent a chance for the film to be developed and placed onto television with channels such as Channel 4 representing the best prospect. TV preogrammes such as Friends, Inbetweeners and Skins are now recognised as part of the British television culture. Although programs such as Gavin and Stacy have developed from small scale budgets to become mainstream with rumors of movies as a result. Seeing as ITV base their programming around commercial finance rather than the BBC who use TV license money to produce programs such as Mock the Week and Never Mind The Buzzcocks which regularly attract over two million viewers.

Small film festivals are seen as provides moviegoers with the first exposure to cinema's best new films. Influential international film festivals as Cannes Film Festival, The Toronto International Film Festival, Venice Film Festival, and The Sundance Film Festival showcase the most exciting work by contemporary film makers. Cinephiles will want to stay up to date with news from these top film festivals. Films such as Slumdog Millionaire have passed through these festivals with it going on to win many Academy awards and even Oscars.

4. What would be the target audience for your media product?

The target audience of the product is that of a 15⁺ age group, this is because the narrative is seen as the key to story, of which a fifteen year old is able to manage. The British Board of Film Classification or BBFC allowed:

· A strong threat of menace

· Drug taking allowed but not encouraged

· Dangerous Behaviour

· Strong Language

· Appropriate theme

· Strong Violence

For me I believe that the storyline involved in the plot of the movie is completely suitable for the target audience as terrorism is a threat that 15 year olds and above will deffinently know about as they would have seen the media after the September 11 attacks as well as July 7 attacks in London. Although as a result of this, it would limit the type of media producer that would acknowledge the piece of media we have created as a group. The terrorism theme at the moment is seen throughout the world creating severe sorrow such as the families having to watch their sons/daughters die in Iraq.

5. How did you attract/ address your audience?

The theme of terror is one headlining many types of media whether it is on the news with deaths in Iraq or terrorist atrocities such as that of 7/7 and 9/11. The audience group that we set out to attract felt that it was reflective of them in an everyday sense as they go to school and some may have witnessed or been a part of bullying in one sense or another. The conventions of cross-cutting and increased pace in the editing was something that the group as a whole tried to incorporate with effects of black and white to show the flashbacks of the bullied victim whilst also including a wide range of shots and transitions (as seen in the film trailer at the beginning of this post) as commented upon in our audience feedback .

Although the compliments of the feedback were also coupled with suggestions such as adding more sound and titles to attract the audience to the film, the music, was seen as not long enough which the audience believed effected the tension and suspense it created. Also after the first edit the audience believed that the titles used didn’t make the sequence as believable as if it had been for instance a thriller such as a James Bond opening sequence.

The theme of bullying was also seen as a daily problem in some schools with us addressing 15 year olds who may have been part of bullying in one form or another, a problem facing many everyday. But also the school setting is seen as relevant with that being a place of torture for some who are faced with the possibility of being put under pressure from others such is the circunstances surrounding Madeline, the key character.

6. What have you learned about the technologies from the construction this product?

During the research, preparation and editing of this project many different forms of technology were used. It started in the research with the use of an internet blog to store the research for what would end up as the film. New media has significantly influenced the making of this product as the internet as a whole was used throughout all processes of the film, whether to research key historic films in the thriller genre or just plainly to organise a film shoot between the four of us. The iMovie technology allowed us to develop our film in different orders to what had been arranged in the storyboard with the editing process being made easier by this technology.

Internet video websites such as YouTube provided an extremely helping hand as we were able to find influences for this production. The internet was seen as essential in providing the group with able copyright free music, which would become either the score to build up the tension in the background or plainly as the school bell/ fire alarm.

Technology such as non-linear editing software such as iMovie allowed editing to become less of a difficult job as redrafting was easy to understand meaning editing wasn’t needed in a regimental style order and filming could be done in a different order to the one prescribed on the storyboard. This allowed the group as a whole to make executive decisions on the order of scenes and whether or not the final edit would stick to the order of the storyboard. The digital cameras also filmed in DV tape or digital video tape. The impact of this is to give a more grainier finish to give a more realistic feel to the scenario as the lighting is more realistic, a reason why tape like this is used on the news and soaps such as Eastenders and Coronation street to name just a few. This is compared to Celluloid which is used in a majority of Hollywood movies and more domestic programmes such as Hollyoaks which gives a brighter feel to the lighting and wouldn’t have created a good enough tone to the film.

7. Looking back at the preliminary task, what do you feel you have learnt in the progression from it to the full product?

From the preliminary task I feel the planning and organisation of the main task was extremely different from small effects such as high angles and match on action to adding a score and transitions to a film. The preliminary task was one that provided problems especially in the area of continuity as in one scene a character or object may be in the camera view but in the very next scene filmed at the same place it wouldn’t be. This was a problem as group we were forced to try and create as many closed sets as we could in order to present the film as if it had been filmed as one and not in many different cuts.

In the preliminary task the group as a whole was able to use the camera for relatively the first time, which meant that silhouettes of the camera operator would appear if there was scenes involving doors, mirrors or shiny surfaces meaning as a whole the suspense would be lost from the scene. This is compared to the final project on which the whole group was more familiar with the camera and understood how to use it much more than had been the case in the preliminary task, zooms were used instead of walking the camera up to the character involved for close-ups and actions such as tilting and panning became easier to manipulate allowing for a smoother transition.

Furthermore during the filming of the final film we had to pay close attention to detail with character clothes and props closely monitored as to make sure there could be no confusion as to the role of which character was. During the preliminary task we also found out how hard it was to film in an open set with continual movements past the camera and unwanted ambient noises. From this we understood further how to maintain a closed set inside school filming at hours of the day where a majority of the group members were able to film allowing for the ambient noises to be only that of which we wanted and not from distractions.

The preliminary task also faced the group for the first time of having to use set camera a movements such as panning, tilting and use of high and low angles, of which everyone had a faint idea of how to capture. The final edit contains tilting and panning showing how the camera had to placed in a variety of positions to create the scene and film it, with approximately twenty minutes of practice/unwanted footage as a result. The sound was another major issue facing the group as the sound was not always there for a purpose, during the preliminary task this was a major issue with filming having to be repeated several times as passers-by talking would be picked up by the sensitive microphones on the camera. It was also another reason why as a group closed-sets were preferred as it meant minimal unwanted sound was picked up. Editing during the preliminary task was made harder due to the fact that there was no experience of camerawork between the group with match-on-action and the 180 degree rule becoming harder and transitions unheard of. It meant that during the filming of the final film, the experience of each of the group grew and with that came the added advantage of filming match-on-action whilst not breaking the 180 degree rule and no jump cuts. Transitions were made by using the preview palette and applying transitions to multiple clips.

The problems of the preliminary task meant that the main task filming and editing was made more convenient, the experience of the camera was shown especially through the tilting and panning throughout the film. The editing also provided less of a challenge with the controls on the iMovie task bar seen as less difficult with it seeming easier to create a free-flowing film rather than an badly grained version of a film.

Ryan Angell