Evaluation of Preliminary Task

Evaluation

Explain about how you went about the three compulsory aspects of this exercise - shot reverse shot, 180-degree rule and match on action editing.

The compulsory editing aspects of the preliminary task were all followed correctly throughout the entirety of the video.The shot reverse shot features the two primary actors (Claire and Tilly) sitting face-to-face at a desk when they have a conversation about how Claire had been stealing stationery from people’s lockers around the school. The camera flicked between them numerous times varying between close up and medium shots. These shots show the facial expressions of our actors and help to pull the story line together.

The 180-degree rule was a little bit tougher for us to follow, as we had to re-shoot the opening shot as we had accidentally broken the rule. However, the re-shoot meant that the rule was no longer broken and the editing could be completed efficiently. 

The final compulsory aspect was a match on action shot. We decided to do this by using pens on a desk. There is a shot from behind Claire where we see the hands of the extras, Emily and Deana, throwing the pens onto the desk. This then quickly cuts to a close up of the pens laid in disarray on the table. The match on action is used as a visual bridge and distracts the audience from noticing the slight error in continuity between shots.

Was there anything in particular that you liked/disliked about your prelim? Is there anything in particular that you learned?

The main thing we disliked about our preliminary was the issue regrading continuity. Throughout the preliminary, there are various extraneous factors that cause continuity errors, such as the pens falling differently in different shots. After the match on action close up of the pens, the shot cuts back out to a medium over the shoulder shot where you can see that the pens have moved significantly. There are also different people who appear in the background who were not associated with the film, that caused continuity errors in terms of setting and background, however this was out of our control. as well could not ask them to leave. During the making of our preliminary, we learnt that it is best to film most, if not all, scenes in one day to keep the lighting, continuity, costume, setting and placement of the camera the same, or as similar as possible. Extraneous circumstances can affect various factors of the filming so for the sake of continuity, verisimilitude and immersion it would be ideal to film on the same day, at the same place and with the same people to prevent any sort of error.

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

Our preliminary uses character archetypes, the delinquent/protagonist and the teacher's pet stereotypes specifically, to emphasise the dynamic between the characters' personalities, which is often used as a narrative element in films made for or starring teenagers. We showed these stereotypes in our characters by having Claire, as the delinquent, sit impolitely and use rude language, and having Tilly, as the teacher's pet, wear glasses and speak eloquently, whilst ordering extras off screen around. Often, as seen in our prelim, the 'teacher's pet' character will typically believe themselves to be better than the delinquent or protagonist and will try to change them to make them more like them-self, to which the delinquent/protagonist will eventually fight back and show that their way is fine too. This technique was used in the following films: 'Easy A (2010)', 'Mean Girls (2004)' and 'Bratz: The Movie (2007)' and was challenged in the film 'Legally Blonde (2001)', in which the roles are reversed. 

How does your media product represent particular social groups?

Our project primarily represents female teenagers of a white ethnicity in a high school/sixth form environment. There is a lack of diversity, as none of the characters (primary or otherwise) are ethnic, disabled or of a different class or age.

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

The media institution that might distribute our media product would likely be television, as our preliminary project is dramatised, much like many television shows. More specifically, children's television channels, such as 'CITV' or 'CBBC' (run by ITV and the BBC respectively), feature dramas made for the teen demographic that often include aspects of school life, imagination/fantasy and main characters of the appropriate age. Some examples of this would be 'House of Anubis (2011-2013)'. 'My Phone Genie (2012)', 'My Parents Are Aliens (1999-2006)', 'Wolf Blood (2012 - Present)', 'MIHigh (2007-2014)', 'Young Dracula (2006-2014)', 'The Sparticle Mystery (2011-2015)' and 'Jinx (2009-2010)'.

Who would be the audience for your media product?

The audience for our media preliminary task would likely be the teenage demographic. As the two main characters seen in the preliminary are female, the product would likely adhere to girls. The issue addressed within the preliminary is also school-related, so would not be as concerning to individuals outside of the demographic. 

How did you attract/address your audience?

To address and attract our audience we included various actors who are of a similar age to our target demographic. This allows the people watching to interact and understand what the characters are going through and feeling, as they can relate to them on a more personal level. The setting of the preliminary task is also something the demographic can relate to, it is in a school which most children have to attend as education up to age 18 is compulsory in Britain. Additionally, the dialogue within the preliminary is reflective of the age group and setting.

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

Through the process of construction, we have learnt that steady cams are very effective when filming various shots and prevent the appearance of a handheld camera being used. This also made our preliminary seem more professional and executed well. The editing software we used, iMovie, allowed for seamless cuts and continuity editing, so will likely be utilised when we film our film opening.

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

Over the course of this experience, we have learned that it is better to have excessive shots rather than the bare minimum and keep the amount of primary actors, as well as extras, to a minimum. It is also very important to keep note of continuity and the background of the set, as inconsistencies can affect the verisimilitude and the immersion within the scene. We also need to consider diversity in the future and try to introduce ethnic characters for a wider and more accurate representation of reality.