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Blog 2, attempt 2 !

Today’s mini project was interesting and not to mention fun!
There were so many takes and fails that everyone can just laugh at. (Better than Monday and Thursday!)
Now all that’s left is editing and we’re so excited to see the final results!

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Unit 4&6 Blog 4: Evaluation & Reflection.

Beat based editing exercise – REM Edit 
We had to do our own edit to ‘Supernatural Superstition’ by a popular band called REM, which was fun to do.
What I had to do was gather up all the videos made to the video to make my own final production.
It was hard, editing to multiple tracks at a time is very confusing.
I learned that having multiple videos playing at once can help time it up together.

Multi track editing

Multi track editing is where we have different music video and only using just a few of them selected. This also helped me time up with the backing track.

Precision editing ( finding correct start point to be in sync using arrow keys)

Precision editing is when you use just the keys on the keyboard (left, right arrow keys, M for the marking, c for the cutting and so on.) It also helps find the same starting point in each video.

Editing to a backing track

What I learned at this stage was how I edited to the master track. cutting the video away to the beat.

Using the Marker tool top layout my edit.

The marking tool is marking in and out points so you don’t have a long sequence of black screen. It’s also used to time the video to where it ends and where it begins.
Purpose and Styles of music video
The purpose and styles of music videos can vary due to how the beat sounds. It can be a slow song (ballad) with a fast paced edit or a slow paced edit with a fast song, or vice versa.
Codes and conventions in music videos

The codes in music videos can be divided into two categories: Symbolic and Technical. Technical meaning how the equipment was used in the music video. Symbolic codes are what is beyond the surface to what we see.

Conventions are split into categories also:
– The way camera are used (the movements and the shots used.)
– Mis-en-scene (location, props and the lighting.)
– Editing techniques.
– and finally, sounds. (Diegetic and Non-Diegetic.)

Group / Genre / Song / Artist choice

Group: Dylan Reynolds, Daniel Jenkins and Kayleigh Skinner.Genre we have chosen: Rock.

Song: Castle of Glass.

Artist choice: Linkin Park.

Pitch prep and presentation 
We showed our power point to the class about what idea we had, what song and our chosen approach to the project.
Pre production 
For the pre-production, we went out to get some footage that we wanted to test the location for our filming to see if we had any risks that stood in the way of our final film being shot in that specific location.
Production 
The production process of the video was straight forward and filmed in C block outside of B block. We wanted to shoot in the college because it’s an ideal place to get bullied and that is why we have filmed in the college.
Post Production 
Final 500 word evaluation.

The research of the song was fairly easy; the lyrics had a strong meaning and didn’t shy away from being powerful.
During the set, I didn’t exactly get to go behind the camera and test out any of the shots we needed, that did make me feel rather disappointed that I wasn’t able to really do anything.
If I were to work with Dan and Dylan again, I would want a little more control with the camera and the shots that would be used in the production.
The editing process went fairly smooth; I used only the footage used on my hard drive that has been provided, saving it onto there so I can piece together my video.
I think it would have changed the story if I had a little more control over the camera, but it wouldn’t change it too drastically. We were trying to send a message through music, if words can’t do it; the video is a secondary option.
I do like most of the shots taken; there are a few of them that I don’t so I didn’t use them, so they were discarded as backup media in case the original one I was going to use got lost or deleted.
I would do the whole video and the shots differently, we would be in a different location, words would be said before the track would play and the video would have a few warnings like of people’s triggers (blood, self harm, gore ETC) to see that they have to expect. At the end of the video, it would have helplines that people can ring if they’re going through any emotional troubles.
Overall, I am very happy with our final production that we have produced, a few shots, I would have gotten behind the camera to retake them. But yes, I am very happy with the final product that we have.
I am happy with the process I was apart of; I wouldn’t change anything drastic in the video.
Overall, I am very pleased with the outcome of my video, my written work too. I just wish I could be behind the camera for a few scenes to be a little more included with my production.

 

Unti 4 + 6: Planning & Production

The idea our group has for our music video is going to reach out to the Linkin Park fans and to try and tell them that they’re not alone through anything.

These are pre-production documents for my assignment.

Before we start, we had to take to begin test filming to test the lighting, the proportion of the camera, the angles of the camera shots, the locations we are using and the natural lighting to see any defects.

Test film .JPGThe reason why we took the test shot was to analyse the affects and the defects of the test shot. This one is too dark and close to a radiator, which can lead to scalding on the back.  The way we could avoid this is choose a different location where there is more of a natural light and where there isn’t a radiator behind us.

Risk assessment:

risk-assessments-e1551707375220.png
The picture above is the risk assessment, this is what we had to tick to make sure we know the risks and how to avoid them when we enter the filming process.
We had to ensure us or the equipment didn’t get hurt or damaged in any way.
Due to filming so many shots on the stairs, we had to make sure no one got hurt or we dropped any of the equipment.
Theft is another option that is unavoidable when you’re not keeping a close eye on the equipment/props.

Story Board:

storyboard-e1552299295100
This is the storyboard we had to follow to make sure it went the way we planned it out to be.
Following the story board as planned, we moved on to putting the video together as structured.

Production 

In my production my group worked together to complete the filming to do this we booked a camera from our tutor that we could use for the day and went out to film.

Dan was our camera man first off and filmed Dylan and myself (Kayleigh) outside of C and B Block.

Dylan then went behind the camera to film myself (Kayleigh) and Dan in C Block, going into B block.

Myself (Kayleigh) was in the video all of the time and didn’t really get behind the camera to get some shots.

Dan, Dylan and Myself (Kayleigh) then went back to class to see if our test shots were missing anything.

What shots we were missing, we re-shot them and also filmed back ups just in case. We also added more shots that we thought we were missing and added them into our final production.

We finally went and viewed our re-shoots until we were happy and could start editing.

Post production 
The production process of the video was straight forward and filmed in C block outside of B block. We wanted to shoot in the college because it’s an ideal place to get bullied and that is why we have filmed in the college.

 

Unit 4&6: Context.

 

Introduction.

For the unit assigned to us, we have been asked to create a music video in these three genres. Pop, rock and hip-hop. We have looked into detail about the types of audiences the specific videos are made for.

The purpose of music is to promote the album, the single itself, the artist or the band themselves.

There are other reasons why they exist like to create an image of himself/herself/themselves. It is important because they’re trying to create a persona to their fans, how they want to be seen as. They could be dangerous or sensual and so on. How their audience sees artists can vary depending on their genre of music and the music video is the best way to communicate this.

Different music videos can have many purposes for different crowds, not every music video will be the same for everyone. If they had the same music video every time, it would be boring and tasteless.

Often, a music video would include the artist/the band and the story-line of the song that is being performed.

Generally, music videos come under four specific ‘styles’. These are known as Narrative, Thematic, Symbolic and Performance. Although there are others such as Animated or Parody, these main four styles can describe most videos.

Performance – means the artist are performing a dance or singing to the audience through the camera to engage them.

Narrative – means it’s following a story line. (‘non-narrative’ could also be used to describe some videos where the images link to the lyrics but do not tell a whole story.)

Thematic – follows a common theme of a particular style. This could be standard hip-hop, rock or pop or even a specific theme for a video such as 1950’s, futuristic etc.
Symbolic – means it has a sense of symbolism. It could be political, humorous or to raise awareness of a certain subject.
Codes and conventions are the descriptions of how these music videos are presented to us.

The Technical codes can be can split into categories:

  • The way camera angles are used to try and tell the story in a different perspective. (Non verbally.)
  • Different types of camera shots and movements, they use these because
  • Mis-en-scene’ (location, props, lighting, etc)
  • Editing styles
  • Sound – ‘Diegetic’ & ‘Non-diegetic’

They branch out two separate meanings such as symbolic and technical. Symbolic is how to express the artist/band and how they show their feelings (i.e.: anything going on under the surface.) Technical are the technical codes such as how the camera is used, as well as elements of ‘Mis-En-Scene’, such as lighting, costume and props. This can also include editing styles and sound, which can be split into diegetic and non-diegetic.

The conventions of a music video are an accepted way of doing something. Hip hop has partying, rock has black and white themes and for pop we have bright and brash colours. These conventions can often be seen in many videos of their specific genre, which can help engage their identified audiences.

 

 

(Links:

In the music videos we wouldn’t expect the same themes for all genres and the codes and conventions can change. Below are three examples of different genres where I will explain in more detail.

Video Examples:

Video 1. Ms. Jackson.

Name/Artist: OutKast Genre: Hip-Hop.

Video idea / Synopsis: The synopsis is about Erykah Badu and how much of a bad father he was portrayed.

(https://www.youtube.com/watch?v=MYxAiK6VnXw)

  • The style of Ms. Jackson is a narrative, it is following a story line of them moving and trying to decorate a house whilst suffering with technicalities, then showing they can plow through it as soon as they saw the sun shining.
  • The camera movements follow OutKast and how they struggled through the rain.
  • The Camera used different angles to tell the story with different perspectives of the story the song was based on.
  • The location in the music video of Ms. Jackson is set somewhere in America (No specific area was listed). Props needed was tools, animals and a lot of buckets and bowls to catch the water.
  • Sound The sounds are diegetic and non-diegetic. Sound effects have been added and used to create the video.
  • The video is beat edited, every time they would cut to the animals their heads would be bobbing up and down to the beat.

Video 2. The Pretender.

Name/Artist: Foo Fighters. Genre: Rock.

Video idea / Synopsis: society is the pretender.

(https://www.youtube.com/watch?v=SBjQ9tuuTJQ)

  • The style of the music video is a performance.
  • Camera angles are close ups, long shot, high shot, low shot.
  • The location is taken place in a studio, behind them is a tank full of red water and there are different costumes between themselves as the band and the guards, wearing their uniform.
  • Sound the sound is diegetic, having no actual sound effects having to be added in.
  • Editing technique used is beat based editing.

Video 3. Happy.

Name/Artist: Pharrell Williams. Genre: Pop.

Video idea / Synopsis: There is no synopsis to Happy.

(https://www.youtube.com/watch?v=ZbZSe6N_BXs)

  • The style of the video is very simple and full of colour.
  • The camera shot types are all directed at the people in the video, no close ups, long shots, high shots or low shots.
  • the camera is pointed directly at Pharrell and all the people he had included.
  • ‘Mis-en-scene’ Location: parts in America. Props used are costumes (for the giant minions).
  • Sound – most of the sound was diegetic, the clapping when the choir sung Happy was non-diegetic.
  • The song was edited as a beat based.

Every video creates their own codes and conventions to meet the bands’/ Artists’ fan base, trying to meet up to the fans’ expectations to create their own impression to the fans.

Unit 4&6 blog 2: Research.

Introduction.

As a group, we have decided to do Castle of Glass by Linkin Park. We decided to do this because it would be a fitting tribute for the lead singer who took his own life last year.
For the style of the video we have decided on is a narrative and symbolic. The reason why we have chosen to do these two themes is because we want to make something that could relate to the Linkin Park fans, feeling like an outcast or losing a loved one.

 

(1st Screenshot: castle-of-glass.)                 (2nd Screenshot: https://www.songmeaningsandfacts.com/meaning-castle-glass-linkin-park/)

Audience, Song and Artist:

–What is the ‘theme’ of my music video?
The theme of my video is a narrative and symbolic video. The reason we chose our approach is to pay tribute to the lead singer of Linkin Park so in the video we are raising awareness of suicide and mental health because no one should go through what he did. Based on what I researched about this song from the links above, I had a general understanding on what I could base my video on.

–What is the aim of my idea?
The aim of my video is to raise awareness for depression as the lead singer took his own life in 2017, so hopefully this video will help others reach out and tell someone about their problems.

What are the lyrics saying?
What the lyrics are interprating is that Chester feels like a crack inside of a beautiful crack of glass, continuously feeling out of place in society and unable to be fully repaired to fit in.
– What do the music/rhythms/genre suggest?
Genre: Rock.
Rock has many meanings, it hides many meanings through lyrics and symbolism. As in many music videos, it has performance from the band itself, which promotes themselves to show off their entire skill of their formula.
Rhythm.
The rhythm can vary between quickly paced to a ballad. Quickly paced is when everything happens in a faster amount of time, a ballad is when it’s more softer, a little more of a calmer approach to it.
Music.

The music, yet again, can vary to what their aims are to their approach to appeal to their fans.

– How can I link the music/lyrics/images?

I can link this together by following the same themes that the video/band uses. To find this out is watching the video over and over.
The depressing themes used can help my production for my work by adding a depressing narrative to my video (I.E: Bullying.)

– What ‘codes and conventions’ do I want to include?
The codes and conventions we included was changing locations around college by taking different shots and angles with the camera. The props that was used is my notebook and pen (but we scraped that because it took too much time).
 
– Who is the audience for my chosen song and artist?

The appropriate audience for my music video is people that are fans of Linkin Park and people that are fans of rock.

– How can ensure I make it appeal to this group?
I made this appeal to them by showing them the subliminal messages in the song and letting them know they’re not alone through any time of their life.
– What type of video will it be?
Our video is a narrative, there is a small story behind it. It’s about bullying and to show them that there is someone that is always going to be there.
– How has my initial research helped me to develop ideas for my production? 
Yes, it has. The research I have undertaken gave me clear understanding on the song subject and the band itself. It was effective for my influence for my production work.

Unit 5- Sound.

 

Introduction.

For this unit I will need to make and record a 30 seconds PSA about plastic and how it’s only used once. Even if it’s only a solo project, I am allowed to ask others for help and advice about this. There are still other small tasks within the unit that I need to complete.

 

Task 1: Reflection 

For this assignment, we had to look over the previous assignment we did with sound. The equipment we used was a boom mic, microphone, headphones and a video camera. The microphones were used to pick up the sound in the recording and around us.
During the last module, we had to use Adobe Premiere for out editing and to piece everything together.
To make this edit, I had to use the previous skills I have learned and adapted in premier to use the skills needed to make the edit for the assignment.
Before I recorded, I had to write a script on what I was speaking about and get the idea on what I was going to say.

Task 2: Research

For this task, I had to research on three single use plastics and how bad they are when the fish eat them and when we eat the fish.
“These toxic chemicals are now being found in our bloodstream and the latest research has found them to disrupt the Endocrine system which can cause cancer, infertility, birth defects, impaired immunity and many other ailments.”
“We produce hundreds of millions of tons of plastic every year, most of which cannot be recycled. It’s obvious that we need to use less plastic, move towards environmentally sustainable products and services and come up with technology that recycles plastic more efficiently.”
“Single-use plastics, or disposable plastics, are used only once before they are thrown away or recycled. These items are things like plastic bags, straws, coffee stirrers, soda and water bottles and most food packaging.”

(Facts link: http://www.plasticfreechallenge.org/what-is-single-use-plastic/)

Task 3: Proposal

For this unit, we have been asked to create a PIF about single use plastic and how it affects us and the environment.
We had to take up sessions to research three main facts to put into our PIF about single use plastics and what exactly happens when we ingest the fish that has eaten the plastics.
“These toxic chemicals are now being found in our bloodstream and the latest research has found them to disrupt the Endocrine system which can cause cancer, infertility, birth defects, impaired immunity and many other ailments.”
“We produce hundreds of millions of tons of plastic every year, most of which cannot be recycled. It’s obvious that we need to use less plastic, move towards environmentally sustainable products and services and come up with technology that recycles plastic more efficiently.”
“Single-use plastics, or disposable plastics, are used only once before they are thrown away or recycled. These items are things like plastic bags, straws, coffee stirrers, soda and water bottles and most food packaging.”

Task 4: Evaluation

{what went well during production?

What could I have done better / Improved on?

What would I do better if I were to do it again?}

 

What went well was the script writing, I knew exactly what to write so I can record and edit it.
What I could have improved on is

Poster analysis!

Poster 1: Love, Simon.

Layout and Design:

Text and font:
The text is simple but bold to capital to catch every teen’s attention with the main role of what the actor plays in the film, the red background and the cutesy font. This film is aimed for late teens and/or people trying to confess to their parents that they’re gay/bi/pansexual etc.

Appeals to the audience:
This appeals to the audience by the bright red background and the actor of Simon stood in the foreground of the poster.

The layout:
The layout is simple and cutesy, it’s not an eyesore to anyone who looks at it.

Actors:
Nick Robinson as Simon Spier
Bryson Pitts as 10-year-old Simon Spier
Nye Reynolds as 5-year-old Simon Spier
Josh Duhamel as Jack Spier, Simon’s father
Jennifer Garner as Emily Spier, Simon’s mother
Katherine Langford as Leah Burke, one of Simon’s best friends
Alexandra Shipp as Abby Suso, one of Simon’s best friends
Jorge Lendeborg Jr. as Nick Eisner, one of Simon’s best friends
Keiynan Lonsdale as Abraham “Bram” Greenfeld, one of Simon’s classmates
Miles Heizer as Cal Price, one of Simon’s classmates
Logan Miller as Martin Addison, one of Simon’s classmates who blackmails him
Tony Hale as Mr. Worth, the awkward vice principal of the school Simon attends
Talitha Bateman as Nora Spier, Simon’s sister
Skye Mowbray as 6-year-old Nora Spier
Natasha Rothwell as Ms. Albright, Simon’s drama teacherImage result for love simon posterDrew Starkey as Garrett Laughlin, one of Simon’s classmates
Clark Moore as Ethan, one of Simon’s classmates who is openly gay
Joey Pollari as Lyle, a flirty server at a local diner
Mackenzie Lintz as Taylor Metternich, one of Simon’s classmates

Main image and background: In the main image of the poster we have the actor of Simon Spier, Nick Robinson stood directly in your eyesight.

Secondary Text: “He’s Done Keeping His Story Straight.”  It means Nick is playing a gay character in the film, keeping his sexuality hidden to his friends, family.

Poster 2: The Conjuring 2.

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Layout and design.

Text and font:
The font is sharp looking and chilling to make sure it’s as horrifying as possible. It’s mainly targeted for people who are fans of The Conjuring and thriller fans.

Appeals to the Audience:
This appeals to the audience because it doesn’t look too busy and not too much of an eyesore. The colours blend particularly well together, the lighting isn’t too bright or isn’t too dull.

The layout:
The poster isn’t too bland or too clashed and too cramped with so much to give away too much of what the film is about.

Actors:
Vera Farmiga as Lorraine Warren
Patrick Wilson as Ed Warren
Frances O’Connor as Peggy Hodgson
Madison Wolfe as Janet Hodgson
Simon McBurney as Maurice Grosse
Franka Potente as Anita Gregory
Lauren Esposito as Margaret Hodgson
Patrick McAuley as Johnny Hodgson
Benjamin Haigh as Billy Hodgson
Maria Doyle Kennedy as Peggy Nottingham
Simon Delaney as Vic Nottingham
Shannon Kook as Drew Thomas
Sterling Jerins as Judy Warren
Bob Adrian as Bill Wilkins
Abhi Sinha as Harry Whitmark
Robin Atkin Downes as Demon (voice)
Bonnie Aarons as Demon Nun (Valak)
Javier Botet as The Crooked Man

Poster 3: Fantastic 4 (2015 remake)

 

Layout and design.
Text and layout:
The slimmed but sharpened font Marvel have used is certainly works well with the backdrop and the costumes the actors in the poster.
Appeals to the audience:
It appeals by the audience by being as eye catching as possible, having some destruction in the background and the actors using their powers.

The layout:
The layout is very busy, but it doesn’t look too cramped and is as eye catching as possible.

Actors:
mv5bmtk0otmymda0of5bml5banbnxkftztgwmzy5ntkznte@._v1_Miles Teller as Reed Richards/Mr. Fantastic
Owen Judge as young Reed Richards
Kate Mara as Susan Storm/Invisible Woman
Michael B. Jordan as Johnny Storm/Human Torch
Jamie Bell as Ben Grimm/The Thing
Evan Hannemann as young Ben Grimm
Toby Kebbell as Victor von Doom/Dr. Doom
Tim Blake Nelson as Harvey Elder
Reg E. Cathey as Franklin Storm

 

 

 

 

 

Questionnaire results:
Below are the questionnaire results. untitled

The difference between them is that more males watch movies than females at the ages 14-19.
Later on, we prove that more females over the age of 50 watch films than the males.
But more females go to the cinema than males.

 

 

Unit 3-Understanding Audiences.

How do Producers identify cinema audiences: 

It is important for Producers to be able to identify target audiences for their film  to know how best to promote it. The benefits of this is that more sales and more profit made by the producers and film production companies.

Genres are the ways films are described. This is important to ensure the audience for the film is correct and is suitable for the audience. Genres of films are split in to categories and specialist areas:

Main genres of film:

– Action / Adventure
– Romance.
– Comedy.
– Drama.
– Horror.
– Musicals.
– Historical.

Specialist films:

– Anime.
– Film Noir.
– World Cinema
– Sci-Fi.

Age ratings help specify how old you have to be to see the film. Age ratings help by ensuring that no unsuitable audiences are exposed to the wrong types of films.
The different age ratings are listed as so below:

– U (For everyone/family friendly)
– PG (Parental Guidance is needed.)
– 12 (12/12A meaning that the 12 year old can watch the film or accompanied by the adult over the age of 18.)
– 15 (the film is suitable for 15 year old and onward.)
– 18. (No one under the age of 18 is suitable for the film being viewed.)

This is useful because I am going to be targeting films by making a poster and a trailer that is more suitable for that specific age range and will help ensure I am targeting the correct age group with my chosen film.
(https://www.bbfc.co.uk)

Producers being able to identify the right audience for a film can mean that they look to clarify differnet types of audiences to make sure that films are aimed at the right people.  Audiences can be categorised and producers look for a range of different audience traits.

  • Sex

    Different films can be specified by the two genders (Male and female). Males tend to lean towards the action/adventure, comedy, epics and horrors.
    Females lean towards the romance, drama and musicals.

  • Age?

    Ages help us analyse how old the film is aimed for, age ratings are important because it needs to be appropriate for the aimed crowd.

  • Interests?

    Different films peak interests of different audiences, all films will not appeal to all audiences. Some people will have different aspects and tastes.

  • Children?

    Some films are not appropriate for children, hence why we have age ratings that can be seen on the film case (DVD), the cinema (before the film starts)
    (See above for the age rating section!)

StoryBoard/Planning

 

Below in the picture is the story board of my planning of my trailer. screen grab 1(Part 1)screen grab 2

(Final Part)

We have been asked to watch three movie trailers to analyse them and help identify the target audiences that they are aimed at. I will find this out by looking at a series of trailers aimed at different audiences to see how the style of them and how they engage the audience its aimed at:

  • Pace
  • Voice over
  • Who it’s aimed at
  • Style
  • Effects

(Note from Leo: Can you find any web links articles that help you to show any research into the above? Include these ) 

 

Trailer Analysis: 

Trailer 1: Fantastic Four.

Film Genre: Action / Adventure / Superhero

Certificate: 12 (age rating)

Understanding the Audience:

The movie trailer has been designed to appeal to (age rating?) (men? Women?) , Marvel fans, comic book lovers and fans of the original Fantastic 4 comic book series. It is also aimed at fans of action and adventure genres in films, including people that will be looking for the moment to keep them on the edge of their seat.

This is a remake of a previous Fantastic 4’s story from 2015. including all the main plot line, the characters and the similar semiotics like in the original film.

  • The pace is slow to gradually get faster, making sure to cover the plot of the film in just over 2 minutes. This helps build up tension and excitement – who does that relate to above? 
  • there was a voice over, explaining on how they may or may not need to start a new life with their powers, saying only 4 had survived in the meteor shower and inhabited their powers. – who does that relate to above? Fans of Fantastic Four? Why? 
  • It is aimed at comic fans, fans of the 2015 film, action and/or sci-fi fans. – How does it tell you this? who does that relate to above? 
  • The style is slow paced, action packed and full of adventure with a hint of space for the Sci-fi fans, showing the four characters and how they got their powers.
  • the effects it used was something to grab their attention, a huge explosion on the car to grab everyone’s attention to leave them on the edge of their seat, the trailer wanted to add that to make sure their viewers wanting more.

Semiotics in the film:

  • The Marvel Logo appears in the early stages of this trailer. This shows us that the film is about superheroes. This logo appearing means that fans of superheroes movies will immediately know that this is a film directly aimed at fans of this genre.
  • Within the trailer we see images of the main characters held in a lab and showing their powers. We see someone turn invisible, another light up in flames and another is completely turned to rock. This immediately would catch the attention of Fantastic Four fans as they would know the powers involved for each character if fans of the comic book.

 

 

 

Trailer 2:

Genre: Romance, Teen Drama.
Certification (Age Rating): 12A.
Elements in the film: director- Greg Berlanti. Actor: Nick Robinson.
Sex: Unisex. (Young adults who struggle or have found their sexuality)

  • The pace of the trailer is mid speed, not picking up the pace or slowing it down in any situation, it’s relaxed and makes the audience, concentrating on the main character named Simon Spier and his story.
  • There was a voice over explaining the plot of the story of the film in under two minutes of the trailer. This is important as it’s based in a high school as it looks similar to the typical school scenario for the supposedly typical teenage romance.
  • The appropriate crowd for the film is a fan of the films or the novels like Our Fault In The Stars (the book or the movie) and the book Simon Vs. The Homo Sapiens Agenda (Different movies that are teenage romances).
  • The style is still mid-paced but shortly gets slower, full of cutesy scenes of Simon and his friends and family as his voice-over explained his secret; he’s a homosexual. He did find it difficult to come out to his friends and family because he may think it’s out of the norm to be gay.
  • The effects of the trailer soon slows down, filled with emotional scenes to produce an eye catching and a cutesy film, to make it catch the viewer’s eye and have their full attention.

Semiotics in the Film

The logo in the film, 20th century fox that appears at the start of the trailer- the publisher of many films, such as Avatar, three Star wars movies and the Ice Age series. A recent hit wiped the cinema by storm by the name of Bohemian Rhapsody (A film about Queen).

Trailer 3:

The Conjuring. 

 

Age rate: 15
Sex: Unisex.
Interests: Thriller fans, fans of the conjuring and horror fans.
Suitable for children? No.

  • The pace is mid speed, enough to put the viewers on the edge of their seats.
  • There is a voice over in the trailer to explain the main plot of the story in the film.
  • It’s aimed mainly at thriller fan or any fan of the original Conjuring.
  • The style is slow to build up tension with the viewer/s to build up on explaining the main points of the film in the trailer.
  • The effects used in this trailer are to build up on the tension to leave people on the edge of their seats and wanting more. If they do want more, they’re obviously going to watch the film (Fans of thriller or the conjuring.)

Semiotics in the film: 

  • Logo: Warner Bro’s. The creators of Harry Potter, Dunkirk and many, many more that has decided to give us a spine chilling thriller to leave goosebumps coating our skin and the hairs on our body stand on edge, with a desire for more.

Trailer (Final product/Overall.):

Below is a screenshot of the process of my trailer.

CLEARLY IDENTIFY the film genre, age certification and YOUR AUDIENCEs – How did understanding these elements help you to complete your design and edit. 

I skimmed through the movie to take sections I needed to create the trailer. The scenes I have selected are to appeal to fans of jazz, drama and an adult audience. I also included appearances from both main actors to ensure fans of J.K Simmons and Miles Teller would know that they are in the film. (<– Grand appearance in the Fantastic 4 2015 remake).

I added the text to tell people the pursuit of greatness and the difference between two people aching for perfection between a jazz teacher and an intern student. This is important to understand the relationship between the two main characters, both passionate for perfection.

It appeals to the audience because of the amazing reviews of the film. It also shows to completely different people aching for the one thing, perfection and it shows how much of a difficult journey it is to get there.

It will engage mature audiences because of how hard it is to reach a certain amount of perfection, but in the end, they’ll get there. It will also affect them due to the emotions and how much of a roller coaster it really is to reach it. The pupil is looking up to the teacher for some sort of approval but doesn’t get any and this is the related to the entirety of the film, adding positive and negative effects of them in my trailer.

Evaluation

The findings from my questionnaire was very interesting, showing me that most females prefer comedy to a musical and males do prefer an epic every now and then. My findings also show that younger males go to the cinema that females but females as they get older are more likely to go instead.

Project planning – poster / trailer – How was this designed using ideas looked at in earlier research, looking at different posters for different material that I can use to create my own.

Edit for poster – how did this go?
My poster editing went really well, I managed to find the right material needed for my own poster that I made to advertise the upcoming film and the appropriate audience (such as ratings from critiques and their opinions about my chosen film.)

Edit for trailer – how did this go?
My trailer editing went better than I thought it would, I included bits of the teacher, the student, the students potential love interest and of the competition that the band was involved in. I edited it to please my chosen audience (15 or over.) to draw their attention and go and watch themselves.

Final outcome – overall i am pleased
Overall I am very happy with my edits and would like to do something like this in the future, adapt the skills I have used and use them to improve my production.
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