Main Task 4 - (Evaluation)

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

The way in which we shot our film in terms of camera angles challenges convention of the genre of horror/thriller in that there were very little low angle/worm's eye view shots to connote isolation and vulnerability of the character.
Another aspect in which we challenge conventions in terms of mise-en-scene is the lighting. An audience expects an atmosphere created by lighting to be dark to cause dramatic tension in this genre; however, in our product we did not use lighting to our benefit to meet conventions. Yet, in terms of narrative we met the conventions of the genre by displaying our protagonist as feeling isolated - after discovering the body and, as the narrative develops, on the run as people are convinced it is him. Another aspect in which conventions are challenged is the location of the sequence; with the narrative presented usually an audience would expect the setting to be in an isolated location such as in a forest in the dark such like The Descent.


How does your media product represent particular social groups and would be the audience for your product?

Our media product is a hybrid of the genres of horror and thriller. In terms of its iconography it contains knives and gore so the product would be aimed at a mature audience over the ages of 15, perhaps, 18. Teenagers and more modern/contemporary have become more desensitized to gore which in earlier audiences would be considered taboo. However, the main protagonist represent this contemporary audience in that he is supposed to be a young teacher. Yet again, he could be considered not to represent the audience in that he is an isolated character from society that no one seems to understand.


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

A media institution that would distribute our media product would be one that, on the whole, distributes films of similar genres such as Lions Gate who distribute the Saw franchise or Pathe who distributed the 2005 British horror The Descent. The distribution company would look for a film that would meet the audience they aim for and our film would meet those criteria. Being a film made on limited budget and not with the support of a studio the film would be considered independent; this would see the film being unlikely to be exhibited in a chain cinema that has associations with large renowned studios - this would make it more likely to be exhibited in art houses and in some large multiplexes that offer a range of films to meet a diverse audience.


How did you attract/address your audience?

In able to make the audience relate to the film and the protagonist's role we focused, at first, on the mise-en-scene. The setting would represent a normal working environment in which the audiece could relate - in this case a school. Instead of being incredibly far fetched it would be seen as relatively normal; a successful film will have a narrative that is simple to comprehend. As well as this we tried shots that portrayed the emotion and position of the protagonist in order for the audience to be able to interact more with his situation. The high bird's eye view shots and extreme close ups accented his scenario and the over the shoulder shots enables the audience to feel as if they are there and part of the proceedings.


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

From the outset I particularly was skeptical and cynical as to how amateur our film would look especially after we had collected our footage and was importing it to the Apple Macs. However, I learnt that with a little patience, effort and slight alterations to our sequence we could produce that had was decent despite having some difficulty with sound. It was satisfying seeing our footage transform from some rough shots to a polished (as much as we could) media product. Initially, there were troubles in setting up and using the camera and tripods but after a few trial runs we were confident in going about recording. Prior to editing our footage I had never used an Apple Mac and the software we were given to use. This caused a few problems in that it took a while to fully be able use our software efficiently and to the best we could in order to make our product credible. On an academic perspective we also learnt that film is much more sharpm more pixels and is of higher quality than digital recording.


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

In completing the preliminary task and reviewing it it gave us the opportunity to develop our cameramanship and to point out any hindrances that we wouldn't want to take forward to our main task. The main progression I feel we made was being aware of shot composition because within the preliminary task we had to constantly consider where to place the camera and set our characters in order to obey the 180 degree rule. This definately made us concious of how to bring the best out of our narrative. As well as this we considered how shot types such as birds eye views and close ups can set an atmosphere and can convey emotions such as vulnerability and shock/horror respectively. Progressively, especially during the recording of our main task, we learnt how the audience can gain an understanding through shot types as well as feeling there with the use of over the shoulder shots.

Evaluation

In our peer evaluation a common feedback was that our sequence was too short - on this issue I agree entirely in that our sequence is just shy of a minute and we foresaw this as a problem before we exhibited our work. We did, however, have extra footage to use to extend our work by about 20-30 seconds but on inspection we concluded that the footage itself was of low quality in terms of its construction and composition. Other feedback we recieved was based around continuity; our victim's tie moves from one side of his body to the other. We would have not have noticed this if it weren't for the our peer-evaluation session. Another problem that we were already aware was the level of volume of our musical score - when we recorded our musical score with an MP3 player and microphone close to the piano we thought we would have problems in that it would be too loud but this was not the case as we had problems making the music loud enough to be heard.
Without passing the blame I feel as if we had more people in our group other than just two we would have had more ideas to pursue and with an extra person/s we may have been able to point out problems earlier and address them. Work could have been delegated more effectively instead of having an increased work load on just the two of us. Obviously, there were more opportunities that we did not use to enhance our work. However, with the time we put aside and resources we had I feel we made a good attempt and produced a piece of work that surpassed my expectations and with that I am content with our work.

Main Task 3 - (Construction)

PRE-FILMING

Initially, our first task was to construct a synopsis (Task 2.1) for our main task; of the synopsis we would storyboard and film the opening sequence. In the process of creating a film there will inevitably be aspects of the production that change - this maybe in relation to the script, location and even the technologies used. In this instants, it was our synopsis. We initially wanted our protagonist to discover the body and for the police to arrive and chase him. However, with consideration we realized this plot would not have made sense. This is because of a number of reasons:
- Someone would have had to already discovered the body to alert the police.

- Continuing from the first bullet point the Police would not have reacted in that way. Our understanding dictates that the murderer would have been long gone by the time the police arrived.

Baring these points in mind we adapted our synopsis so that it made sense to the audience. Instead of being chased by the police, our protagonist would be chased by the murderer themselves. After committing the murder, the antagonists go off in search of a mop and bucket to clean up the murder scene - this is where the protagonist discovers the body. On their return with the mop and bucket they discover the protagonist inspecting the body looking for a pulse. They see he is covered in blood and realize they he's made contact with the body and the weapon.

From here we constructed our storyboard which contained 22 shots with performance directions, camera movements and camera shots. We would use this as a basis and resource for the shooting of our sequence.

FILMING

With the cameras and tripod collected we were given a 2 week period in which to shoot our sequence. We initially chose a large open classroom to record our film on a corridor at our school. Obviously, the classroom would be in regular use so we had a short time period in which to record our sequence. Another problem encountered was that even after school the classroom we chose was being used by teachers for meetings. We had no choice but to use an alternative classroom which had less space. This caused problems when setting up tripods; this led to extreme angles when shooting - both high and low.
Unfortunately early in our production we lost one member of our group so we were left with two people including myself - this caused difficulties in that we needed four people to act and one person to operate the camera. With persuasion we were able to recruit 3 people for one evenings shooting; this, again, brought problems in relation to time. We had one person who needed to leave as soon as possible so we had added pressure of filming quickly which led to a series of spoiled clips meaning we needed to re shoot which meant more time.

EDITING

With the shooting period over we then had to edit our sequence. This ran relatively smoothly; however, we had issues with sound. We had little success with creating a musical score on Garage Band. Through our knowledge of film we knew that in times of tension the musical score mirrors the emotions and atmosphere of the sequence - furthermore the musical score creates an atmosphere to compliment the sequence. In our group we had one pianist so rather than hassling over Garage Band we recorded with an MP3 recorder a short improvisation that created tension at the points in the sequence we desired. We were happy with the backing music, yet further problems arose as the volume that the music was played, even at maximum, was still relatively quiet - unfortunately we were unable to rectify this problem before our exhibition.
We set out in our storyboard that we wanted short flashes to emphasize the fact that the protagonist had left his DNA on the weapon and body. We were able to replicate this in our editing phase and this worked out relatively well. When receiving feedback from the class they relayed that it was affective and that as audience they understood the significance of the flash and what it represented.

Main Task 2.7 - (Storyboard)

Main Task 2.6 - (Single Sequence Analysis)

The sequence I have chosen to analyse is the opening 5 minutes of the 2007 thriller film Hannibal Rising. It follows the rise of Hannibal Lecter, a Lithuanian who turns to cannibalism following a traumatic childhood. The opening scene sees Hannibal and his sister playing in the woods as their home comes under attack from the Nazis.

http://www.youtube.com/watch?v=CbKNJZW8lZs

The first image presented to the audience is that of a spider sitting on its web. As an audience, we associate spiders with fear. This foreshadows the psychological process of the main antagonist who is the key character in the film. As the narrative develops the viewer discovers that his anger and pain stems from his fear to accept the truth - the truth that he as well as the Nazis who squat in his house killed and ate his sister. The opening dialogue forebodes danger - "run away"- just prior to the Nazi attack on the castle. These techniques bring meaning and understanding to the audience in terms of narrative.

The setting of the opening sequence is the woods surrounding the castle of Lecter - the peaceful sound of the river and the innocence of nature contrasts the isolation and vulnerabilty that the woods represent in a textual tontext. The musical score compliments the atmosphere set by the location; however, as soon as the first explosion is heard the score takes a more sinister tone in that it converts to a minor key - emotions of fear and evil are usually associated with music in the minor key.

The use of mise en scéne in relation to iconography allows the audience to gain an understanding of time and context. The german aircraft as well as the children's clothing allow the audience to draw a sense of period; this is confirmed as the aircraft flies over the castle and the subtitles read '1944'. The rise of the Nazi flag, which represents evil, over Lecter castle at 3 minutes 50, introduces the antagonist to the audience. An audience with a good knowledge will immediately be able to associate the flag with evil and the following dialogue of - "You are a Jew" confirms to the audience that the antagonist is a Nazi.

Children, on the whole, represent purity and innocence across all genres; this is later consolidated as Lecter's young sister, Mischa, is taking a bath. She is a child, female and naked - the most vulnerable state possible. As well as being vulnerable she also conveys purity in that she is playing with her mother's white pearls. In the situation that the family find themselves in the audience could, perhaps, foresee death and danger through the vulnerability presented by Mischa. Furthermore, with Mischa being in that state, the viewer could be lead to believe danger awaits her. Also, being in the bath with hot water also foreshadows the death that she meets - being made into a soup cooked in a cauldron.

Hannibal Rising meets the conventions of a thriller/horror hybrid film as it features:
-Ordinary citizens drawn into danger* in this case Hannibal as a young child.
- Thrillers often take place wholly or partly in exotic settings such as foreign cities* Hannibal Rising sees a variety of locations; Paris, Lithuania, Canada, America (where the original trilogy begins).
- A single protagonist who plays as the monster.
- Themes of psychological and mental illness.

* reference to Wikipedia.

Main Task 2.5 - (Comparison of Sequences)

The two sequences that I will be analysing are the opening sequences of Saving Private Ryan (1998) and Pineapple Express (2008).
Saving Private Ryan has won 5 Academy Awards® and 11 nominations. The plot follows the efforts of Captain Miller (Tom Hanks) and his company as they search for Private Ryan to remove him from the front line in France following the D-Day landings. The opening sequence is of an unidentified man at a cemetery in Normandy.
In Pineapple Express is a comedy film featuring Seth Rogen from the makers of Super Bad. It follows the main character, Dale and his 'dealer' Sol as they look to clear their names. Dale witness a rival drug gang murder and is traced by the gang. The opening scene of Pineapple Express is the introduction of Dale. The films contrast one another through many factors.
A key difference between the two films in terms of characters is that in Pineapple Express the audience is presented with details of their central protagonist. This is done through dialogue as he is driving and speaking on a call-in radio show. At the first glimpse the viewer sees of the protagonist behind the wheel of the car he is introduced by the radio presenter as Dale Denton. However, in Saving Private Ryan, there is no dialogue which means there is inclination as to who the character is. This creates an atmosphere of dramatic tension - leaving the audience thinking and in suspense wondering whether they find out who this person is.
Another difference stemming from the previous point is that in Pineapple Express the audience is introduced to their central protagonist, yet, in Saving Private Ryan the character the audience is presented to is not the central protagonist.
As well as being introduced to Dale the audience is also presented with his lifestyle; from where he speaks of the legalising of marijuana and the awkwardness of talking to a 'dealer'. From this the viewer is presented with the idea that the plot will have relevance to marijuana. Likewise, in Saving Private Ryan, we, as an audience, can gain some foreboding of the narrative. With the little information the viewer is given - the setting of a cemetery - and preconceived knowledge of the film in relation to the genre, one can assume there will be a reflection of past events. This happens as the camera zooms into the man's eyes; from this point the story of actually Saving Private Ryan begins.
Whereas in Pineapple Express the viewer is introduced to their initial character instantly, the audience only finds out that the man in the opening of Saving Private Ryan is actually Private Ryan himself relieving the dramatic tension set out at the beginning.
When, in Saving Private Ryan, Captain Miller finds Private Ryan, Ryan appears to be ungrateful, disrespectful and unwilling; however, returning to the opening sequence, he appears respectful, contrasting his character later in the film. In Pineapple Express, Dale appears happy go lucky and at the end of the film following 'the showdown' he doesn't seem to alter his attitude like Ryan does. This could be down to the genre and moral of the respective films; Saving Private Ryan is emotionally driven and is considered a serious film in terms of its moral whereas Pineapple Express, on the other hand, is viewed as a fun film and is shown not to be taken seriously as the events portrayed are farfetched and exasperated unlike those of Saving Private Ryan which have been considered relatively accurate by historians in terms of its context and 'real' properties.


Pineapple Express; http://www.youtube.com/watch?v=Vaw8bjNjtQ0
Saving Private Ryan; http://www.youtube.com/watch?v=EZJANhWizUY

Main Task 2.4 - (Generic Conventions)

It is important to firstly distinguish the differences between conventions and iconography as the two can easily be mistaken for one another; often its easy to mistake iconography for generic conventions- e.g. in a horror film an icon of that genre would be a knife and an audience would expect to see that; however, that does not make it a generic convention as a generic convention is relative to the narrative of the film. In this assignment I will assess and analyse the conventions and iconography of 4 different genres.

Horror

Initially, I will research the genre of Horror. Conventions that audiences would expect to see are as follows:
- A central or a group of central protagonists who are usually vulnerable - this tends to be accented by an atmosphere of isolation; which can be in terms of setting or emotionally.

- Usually features themes of the supernatural, illness and death.

- Often all protagonists are killed and there is no explanation as to who/what/why?
- There is on almost all occasions a key antagonist who is out to kill the protagonist - they are usually conveyed as a 'creature' or 'monster' who contrast greatly from the protagonist/s and are unlike anything in society.

http://www.youtube.com/watch?v=F_UxLEqd074

The video above illustrates the conventions of the supernatural, unexplainable as well as the sense of being helpless and isolated, though not necessarily in relation to their surroundings.

Iconography of the genre of Horror that distinguishes it are blood (often very excessive), knives, weapons of torture, dead bodies, dismembered limbs.

Action-Adventure

Secondly, I will assess the genre of Action-Adventure. In an Action-Adventure the audience would expect to note the following generic conventions:

- One would expect the film to be action driven rather than traditionally by dialogue.
- A protagonist, the hero, who is search or looking to gain a prize; this could be in the form of relatives, a monetary reward or a love interest.

- The film would follow the struggles and efforts of the 'hero'.
- There would usually be a section of the film where there is 'the chase'.
- Usually there would be a section in the narrative (around the problematic or climax) where there is a sense that 'all hope is lost'.

http://www.youtube.com/watch?v=-J2fo5alMVI

As displayed in the trailer above, this Action-Adventure film is sold on its action sequence more so than dialogue. In this trailer 'the chase' is shown as well as the on going struggle of the 'hero' - in this case Indiana Jones.

War

In the genre of War there are a number of themes that are explored - courage, emotion, comradeship and loss. These come together to present a moral. The audience can expect the following the conventions in a war film:

- The film is expected, on the whole, to be action driven.
- To follow the struggles of one central protagonist and a group of several other secondary protagonist in their efforts to defeat the enemy, the antagonist.
- One by one, the secondary protagonists are killed - this is where the emotions and the dealing of loss is explored. The idea of comradeship allows the notion of war to be glorified and deemed less serious.

- Usually there will be a stage in the narrative where the audience is presented with a near death experience.

- Before the equilibrium is restored at the end (not necessarily with a victory) the audience is presented with a dilemna that explores the emotions of the protagonist.

In Saving Private Ryan, shown above, the narrative is clearly shown to be action driven. At one stage in the video emotion is expressed to convey the impact of war on the soldier. Again, as the convention states, at the beginning the audience is presented with a near death experience in the form of the D-Day landings.

http://www.youtube.com/watch?v=kDp-VLcDsAA

Iconography of the War film genre are guns, fighter planes, soldiers, bodies, tanks, bullets - all of which are associated with the concept of war.

Sci-Fi

When watching a Sci-Fi film the audience would expect to see the following conventions:

- An alien race fighting against another dark, evil race who appears to dwarf the protagonists in power and size.

- There is usually a love plot concerning 2 members of the central protagonists.

- One would expect see the destruction of an entire race or planet.

- One of the main protagonists dies in the 'struggle'.

- A showdown between the antagonist and protagonist at the climax. When 'all hope is lost' the protagonist defies the odds to defeat the antagonist.

http://www.youtube.com/watch?v=I6hOlI9cg4o

Star Wars: The Phantom Menace, above, follows some of the key conventions, apart from the love story which develops in the next film. Evident in the trailer is the showdown between the protagonists and antagonist whereby one protagonist dies. Also clear is the two contrasting races/affilations that are at war with one another.

In terms of iconography the audience would expect to see space ships/craft, aliens, alien weaponary, space, planets and futuristic technologies.

Main Task 2.3 - (Production Company Logo)

It was clear when looking back on past logos and slides of established production companies such as MGM and Pathé that they had iconic mascots that are globally recognised for example; The lion and the cockerel, respectively. When it came to designing mine I, too, decided to base my logo around an object that would iconic - initially this was a church. The focal point of the logo would be a star at the top of the spire and the name of the company would be spread along the bottom below the church.

After much thought I decided that I was going to scrap the idea of using a church as firstly, the logo should not have too much detail (a church would be difficult to construct and too complex to the eye as there would be much going on). Secondly, as my production company was going to be global it must appeal to all lifestyles and cultures and as a church is iconic to christianity it would not appeal to other ethnic countries.

However, I decided to stick to the same layout and shape structure as set out in my draft. The idea of the star at the top developed into 3 stars. The MGM logo features a convention of film in its logo; the use of film reel as a border. Considering that, I decided to use a convention of film in my logo - the use of colour which we all take for granted. The centre structure that is the triangle ended up being divided into several sections. These sections were filled with the colours from the visible light spectrum.

I have also created a shortened version of the logo itself just displaying the name and key elements of the logo. Other companies such as Dreamworks have done the same in the past. The main slide that is associated with Dreamworks is the man fishing off the moon, however, they have a logo that incorporates the icon but just displays the name of the company. Below is both my alternate logo and Dreamworks.