Sunday, 2 February 2014

How does your media product represent particular social groups? Ev2

A stereotypical feature of teen angst films is the portrayal of different social groups within a specific age group.

We decided to portray stereotypical characters within our film as we had a scene in a school setting. The different social groups give the scene more depth and more defiant characters. We chose the four main social groups: geeks, chavs, popular girls and sporty boys, as they are the most recognizable.

It also means that within the audience, a person has different groups of people to identify with if they can't relate to the main character. The social groups are also recognized by people who can relate with people from other groups.

We chose to use people we knew who had personalities that could be exaggerated to fit the stereotype of one of the four social groups

Geeks: 

 
The academically perfect student who achieve the highest grades possible but seem to have no life outside of school and homework. In films they are portrayed as unattractive, wearing glasses, braces and clothes that went out of fashion years before the time period the film is set in.




 I played the main geek in our film as I am seen by my friends as academic and quite shy. For the filming, I exaggerated these traits in myself by having a notepad which I continuously worked in as well as wearing stereotypical geek glasses and a t-shirt with digital coding on.This fits with the stereotype in films and the media of a geek as I made myself seem academic and not necessarily the most attractive.




Here is an image of three of the geeks in our film. They are shown doing work which none of the other people in the classroom scene are doing. They fit the general stereotype of geeks as they are all wearing the same style of clothing, even though it is slightly outdated. Taylor's purple jacket is zipped right up to the top, connoting embarrassment or unease within the social environment. He also has facial hair which is not normal within a high-school setting, making him seem undesirable in the context of this film, shown by how far away I am sitting from him.



Chavs

A chav is defined as, "a young lower-class person typified by brash and loutish behavior and the wearing of (real or imitation) designer clothes." They are stereotypically shown as wearing tracksuits and hoodies, smoking and using a vocabulary made up of mostly slang or swear words. Like the geeks, chavs are also seen by most people as socially undesireable, so this is put across in the way that they are represented in the media. Some of the best examples of chavs are shown not in film, but through real life people shown on tv.

























Above is the transformation between the people who played the characters in real life and in the film.We got the chav characters in Baby on Board to seem as though they don't really care about school, as this is the typical attitude of real life chavs.This means that the characters fit their natural stereotype as they are acting and behaving with the same mannerism as chavs that the audience will see in the street or their school. Also, there are cigarettes on the table as well as the characters wearing typical "chav" clothing such as leather jackets and hoodies. This also helps the stereotype as by using this mise-en-scene, we are making them seem more realistic to the way chavs are seen in real life.


Popular girls

The popular girls are often seen as the "queen bees" of the school in real life, and so the film industry picked up this stereotype and made it even more real. They are always shown as the pretty girls, loved by everyone in the school and dating all of the "hot" sporty boys in their year and the years above. They run the school and everyone is shown to bow down to them. They often wear stylish, top of the range clothing and  match colour schemes so they look like a tighter group. An example of this in a film is Regina George and the "Plastics" in mean girls.


























In our film , we used a few attractive females to play the popular girls, the main one played by Ellen Ryan-Gill.













In the film, the popular girls are all shown wearing the same colour scheme of black and khaki green clothing. This makes them seem like more of a clique, following the stereotype set up in teen angst films where the populars wear the same colours to make them in fashion and very similar. They also have stylish bags on the tables showing that they can afford nice things. Ellen is the person who reads out the note that has been passed around the classroom, showing that she's the most powerful in the class and everyone wants to please her.


Sporty boys

The sporty boys (otherwise known as the "jocks" or "Jack the Lads") are generally shown as the popular boys in the school. An example of this is the Wildcats in High School Musical. In teen angst films, they are shown as the attractive boys in the school, always seen wearing either fashionable, attractive clothes or their school sport team uniform. They usually have props such as footballs, basketballs or other sporting related items as iconography. If they are not shown as sporty, they are normally shown as being the popular boys that all the girls want to date.


 



















  




Below are the boys we chose to use for our "popular" male group in our teen angst film. We chose them as they are seen as popular within our school's social groups, and they are also funny and charismatic like the stereotype of the sporty boys. They are also wearing clothes that were fashionable in the time that the film is set, and so this makes them relatable to real life as well as fitting the stereotype of being stylish. They have hairstyles that are all different but roughly the same colours, making them seem different to one another but at the same time a tight group. The group are laughing and joking together, showing that they are a team and all together.
















Saturday, 1 February 2014

In what ways does your media product use, develop or challenge forms and conventions of real media products? Ev1

Above are 9 screenshots from our film, Baby on Board that show a use of different camera angles, iconography and editing. I shall explain each of my choices in detail.



This shot shows a long shot of the main character, played by Courtney, walking past a door. We chose this shot as it shows a typical school setting, with neutral colours of brown and black to contrast with the green of Courtney's jacket and the bright red of her hair. This makes her seem to stand out, showing that she is the main focus of the film. We chose to choose a paper effect on this title to show that the film is set in a school setting, a typical feature of teen angst movies.


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 Once Courtney is off the screen, the camera zooms into this door and the CRC Productions logo appears. The main character walks past the door to connote missed opportunities, or that things have changed from the normal, as she doesn't use the most convenient door to her. We used this as a typical convention of teen angst films as they normally give credit to people important to the creation of the film. In this case, the production company is the most important creator, as they are legally and financially responsible for the film.




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This is a two shot of Courtney, the main character and the teacher. They are sat at quite a distance apart, and there is an empty seat between her and the girl next to her. This shows that people of all ages are judging he, finding her disgusting and repulsive. The christmas decorations represent a passing of time between the opening scene and the party sequence. The word learn is above Courtney's head, connoting that people can learn from the character's mistakes. The classroom is cluttered to show the cluttered lives of teenagers. The writing is in two shades of pink to show girliness, aiming the film towards the target audience.




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This shot shows the title logo of our film on the classroom whiteboard. The whiteboard displays clearly a classroom setting, with daily tasks and a smartboard next to it. This is iconography to the target audience as they would instantly recognize that this is a classroom setting. The whiteboard next to the smart board also shows that the film goes by old school ideals such as using the original whiteboard rather than the new technology. This connotes that the film and the school follow the idea that pregnancy and sex should not occur until after marriage, showing why the people in the school are judging Courtney's character so much.
 


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This shot shows part of the long shot pan around the classroom. At this point, the camera freezes and an arrow appears above Chloe's head while the voiceover explains her character. This shows that she is the character being spoken about, making this clearer to the audience. The arrow is in pink, again targeting the set audience as well as being a generic convention of teen angst films.





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The transition we used to change from the classroom scene to the flashback party sequence was a heart that appeared as if being drawn. then wipes across the screen.This effect shows a feeling of love as the heart is a connotative icon of this emotion. The wipe shows a transition from Courtney's face where she looks sad to a previous emotion of happiness. Danny's character is the first to appear after the wipe, showing his dominance and that he is in Courtney's mind as the first memory of the party.



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This high angle shot of the party shows that Courtney's character is in a weak and vulnerable position. Danny is shown walking towards Courtney from a block, showing that he is of a higher level of power to her. He is seen as dominant and above her.


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This is an extreme close up of Danny taking Courtney's hand. We chose to use this shot as it shows that he has power over her as he is leading the movements. Courtney is wearing bracelets to show that she is very feminine and cares about her appearance and therefore what he thinks of her. She doesn't pull away from him to show that they are in a mutual relationship and she cares about him.


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The final shot is a closeup of Ellen's face. She is looking shocked as Danny has just taken her best friend away from her. Ellen's character throughout the film is a spiteful, hateful girl who doesn't want to be friends with Courtney's character, only ever wanted to be with Danny's. This shot shows this as she looks angry and shocked at the same time. She has blonde hair and is pretty to fit with the teen angst stereotype of the nasty best friend. This also fits the stereotype created in films such as Mean Girls and A Cinderella Story.

Tuesday, 14 January 2014

Title sequence and sound timeline

0s-4.24s - Premium Films proudly present...

5.17s-8.04s- CRC Productions logo

15.20s-20.4s - Edited by Courtney Holdaway
                              Costume by Rachel Patterson
                              Music by Adam Michaels

21.06s-24.20 - Directed by Chloe Faris

28.07s - 32.08s - starring Courtney Holdaway

32.14 - 35.06 - Baby on board

35.08 - 39.19 - with... Rachel Patterson

36.08 - 38.21 - Arrow

45.03 - 49.24 - with...Chloe Faris

46.00 - 48.23 - arrow

1.06.11 - 1.10.12 - with...Danny Barnett

1.13.14 - 1.17.15 - and Ellen Ryan-Gill

SOUND

0s -1.25.50 - loving everything I find - adam michaels

21.29 - 28.21 - Voiceover -"Ive always had a perfect life. Great friends, plenty

32.10 -41.00 - Vo

45.09 - 52.15 - vo

1.03.07 - 1.12.03 - vo

1.12.07 - 1.17.13 -vo

1.21.10 - 1.25.18 - vo

1.25.50 - 1.41.03 - love song in my mind - adam michaels

Baby on Board - Shotlist

Long shot - Courtney walking

Mid/long shot - Courtney walking past the door

Zoom into door

Long shot - Courtney walking to and opening the door

Mid shot - Courtney walking through door

Mid shot - Walking past 6th form and blue board

Zoom to blue board, close up and hold

Close up - classroom door

Mid shot - Courtney walking and opening door

Over shoulder, tracking - follows Courtney into classroom

Two shot - Courtney and teacher as Courtney sits down, teacher addresses class

Long shot - whiteboard with edited title on it

Pan - around class hold on geeks (Rachel), chavs (Chloe)

Close up - Ellen flicking hair and reading the note

Mid shot - Courtney looking up, zooms in to close up

High angle - party, Danny walks towards Courtney and Ellen

Extreme close up, low angle - Danny taking Courtney's hand

Long shot - Danny and Courtney walk away together

Close up - Ellen's face, shocked

Thursday, 2 January 2014

Baby on Board - Filming

When it came to film Baby on Board, we ran into a few problems.
The first of these was that the actor that played the main character wasn't initially in school on either day of filming. Luckily he turned up on day 1 in time to film the party sequence. On the second day however, he didn't turn up. At this point in the filming,  if we were to find a replacement to play his part, we would have to re-film everything we had done the previous day. For this reason, we chose to instead change the script so that it made sense that he was not in school.
Another problem that we encountered was that we were not entirely sure what we were doing I'm regards to what the actors were asked to do. When we planned the storyboards we knew what camera angles and where the music would fit, but we didn't have a clear idea in our heads of what we wanted from the actors. This meant that in the filming it was difficult for us to explain to them what we wanted them to do, making it harder to get the footage we needed. We put this right by shooting the scene a few times in different ways.
From filming Baby on Board,  I have learnt to that we need to plan every last detail of what will be seen on the screen, including what's needed from the actors. We should also have back up actors in case some can't turn up on the day.

Wednesday, 1 January 2014

Evidence of preparation and planning


 Above is the printed copy of the Baby on Board title. I made this so that we could annotate the ideas we had and what changes were to be made before we put it into the film sequence.





This is the original plan of the shot list for Baby on Board. We used this so that we knew in detail what we were filming when it came to the production days. We drew diagrams of the classroom to show who would sit where, so that the scenes look like they are in a structured school setting. This also meant that we were more organized and prepared, and could easily vision what we wanted the final product to look like.




These are the storyboards we used in the planning stage. They are based on the shot list that we created, and show that we know what we want the sequence to look like. This means that we could plan our film with much more detail, down to the dialogue, editing and shot lengths we required.