Target Audience Questionnaire With Analysis Of Results

This link below is our survey that we created as a group to ask people around us what they thought about different types of horror films.

https://www.surveymonkey.com/s/RY2W6NP

We created a total of 10 different questions relating to horror films, the reason why we asked these different questions were for us to have a better understanding of the different horrors people enjoy. Then we was able to take the information and put it into our own horror movie. When looking at the results we realised as a group we would have to make some adjustments to some of our ideas to make an audience more attracted.



Above is a sound recorded analysis of the results we got given, we as a group assigned everyone a question to answer for us to record and put on our screen. After recording our questions we then recorded the screen bu using Quick Time and then used Final Cut Pro and put everything together. This was edited by Fern and Emma.

Horror genre research

Horror film time line.

Below is the time line in which myself and Fern have created, we researched all the horror movies and how they have development in time. We both decided which horror films are the most well known and used them into or time line, our time lines starts from the year 1910 to the year 2013. In order to review the whole of our time line you will have to view in Dipty to review the full time line.

Timeline of horror and its history on Dipity.

Iconography 

Below is a PowerPoint created by Emma, she researched horror iconography and what their effects are in horror films. With this research we will decide as a group what type of iconography we will use in out horror film, and what will link with our storyline.

Sub-Genres Research

Leah researched sub-genres research on horrors, and who they appeal to and what is included in them. We researched Comedy Horror, Science fiction, supernatural Horror, Psychological Horror, Gothic horror and Slasher horror.


Certificate Ratings
Finally Fern and Leah researched certificate ratings and what they mean for different films, they researched the U, PG, 12A, 12, 15 and 18 ratings. When researching they also discovered why different types of films have those certificate rating, this may be  because strong language may be used, or sex references.

Preliminary Task Evaluation

This clip was produced on GoAnimate by Leah and Fern. This clip was explaining how we used Shot Reverse Shot and how we used Match on Action in our preliminary task. This clip also involves how we used the 180 degree rule throughout.

This clip was produced on GoAnimate by my self and Emma. This clip is showing how we used media language and conventions. This passage explains how we used mise-en-scene and how we represented teenagers.

Preliminary Task

Preliminary Task 

This is our preliminary task that we filmed. The task we had to film was have someone walk into a room and have a dialogue with another character. We had to include Match on Action, Shot reverse shot, and 180 degree rule. In this task we filmed it as a detention scene, Fern was playing the teacher whilst I was playing the student who was impolite to the teacher, Emma was playing the other student was who late to class. Leah filmed our task and edited it when finished .

Match on Action Demonstration

Match on Action 
Match on Action is where it is cut from one shot to another shot,this shot needs to match the action and pace of the first shot. This gives the impression of the action containing from the next.

The scenario that we was given as a group was to demonstrate Match on Action, our scenario was a woman walking through a door. Before we filmed this scenario we had to plan out how it would be set, for this we created a sketch where the cameras were going to be placed, we needed to keep in mind that the cameras wouldn't be seen in each others shots. We had to make sure that our clips flowed well enough, so that our clip looked natural, and our action continued from the next.

Evaluation 
The simplest part if the activity was editing the clips and making sure the demonstration flowed and was easy to understand. The most challenging part of the activity was placing the cameras in the right position, if the camera's were in the wrong position then the clip would look untidy and would make it look messy. To over come this challenge we made sure the camera's were placed in the right position and made sure they wouldn't be seen in each others shot.

Throughout this activity i learnt that i need to place the cameras correctly, for example my group placed the camera's to far around the corner, because of this we couldn't see when Leah was opening the door.

Demonstrating 180 degree rule & Shot Reverse Shot

The Activity 

The activity we had to do was to demonstrate a particular scene, where two people were having a convocation at a dinner date, whilst filming we had to show the 180 degree rule and the shot reverse shot. 

My particular role in this activity was to ensure the scrip was finished, also i had the role of being one of the two actresses and help making decisions on the editing. 

180 degree rule 

The 180 degree rule is when a imaginary circle has a imaginary line which connects the characters, this is called the axis. for every scene character A would appear framed to the left of character B, by keeping one side of the the axis or every shot. Character B would always be framed to the right of character . 

Shot Reverse Shot

Shot Reverse Shot is when one character is looking at another character which is often off screen. the other character is then shown looking back at the first character. in shot reverse shot it is important that the eye line matches, the audience then assumes that they are looking at one other. 

Evaluation 

As a group our use of camera skills varied and made a few mistakes, our eye-level wasn't matching through-out which was stated on our peer assessment sheet. We needed to make our eye-level consistent by making sure our characters are at the same angle so that their eye-level matches. 

 

To have excellent attention to framing, you need to ensure you don't cut of the tops of the characters head. As a group we made this mistake within a couple of clips, however we did make sure the characters faces could be seen. The only problem with this was we was too close to one of the characters face, in some clips we had long shots, medium shots which then made the framing inconsistent.

 

To make sure we had close attention to mise-en-scene we cleared the background to make it look more appropriate and make It look more like a restaurant. we did this accurately as there was no posters around, however we did plan to leave a door open as we thought with would give a goo effect but this didn't really work the way we wanted it to.

 

How could we improve on the success of any/all the above aspects? what will you do differently next time?

To make sure the attention of framing is accurate, we will make sure the characters eye level is consistent as well as making sure the tops of peoples head isn't and we will film this from medium shot, this will make the video flow better. Also to include more mise-en-scene, if we had to right prop we could have added flowers or candles to make it seem more like a romantic dinner date. we would also take into consideration that there will be no posters or lockers in the background.

 

How did editing help make the meaning apparent to the viewer?

Editing has a huge impacted as we got to show the 180 degree rule and we was able to order our clips which made us use the shot reverse shot rule. We made both these rules clear as you can see the camera is being switched between two characters,when your watching the video you will notice we stay on one side of the characters, this is how you can tell we use the 180 rule correctly.

 

Storyboard activity

For an activity in class we chose a film scenario which related to a specific genre in groups. We then individually drew one storyboard. This was to practise our storyboarding skills and we were also revising angles and shot types. 

One of the storyboards was hand drawn, and the other was done by using a camera. We had to show eight different camera shots; close- up, extreme close -up, medium shot, Long shot, high angle, Low angle, point of view and eye level. 

What went well was my storyboard was accurate and easy to understand, my illustrations were very accurate and my facial expressions are very clear in what they are trying to show. The only problem with this activity was that our close up was not as accurate as it could have been on both storyboards. The close up wasn't tight enough and included too much of the setting (a door). This meant it was not a true close up and means that in future I will have to ensure I do not include very much set when trying to use a close-up. Also we didn't have the resources to complete this task. For the extreme close up we wanted to take a picture of a play button as an extreme close up but we couldn't find a device with this on.

Overall the task was a success and I felt I have learnt about shot types, especially how to improve my portrayal of certain shot types such as close ups.

Introduction

My name is Shannon O'Dell

My candidate number is 9309 

I go to Swakeleys Sixth Form 

The reason I am producing this foundation portfolio is for evidence. I didn't study Media at GCSE however I am taking it at AS level because I am interested in the subject. Media also links with my other AS subjects, which will help me in the future. The nature of this coursework i am producing is an opening to a Horror film, i will be research about horror films and linking this to my film opening.