Script.
Timetable.
Title Logo.
Storyboards.
Tuesday, 30 April 2013
Evaluation.
1. In what ways does your media product use, develop or challenge forms and conventions of real media products?
Our film "Mission Academy" uses conventions of the spy genre a lot; for example the use of sound, props and plot devices are clearly influenced by this genre as we have usage of prop guns and secret files, dark and fast-paced music and a use of flashbacks seen in such films as Casino Royale and The Bourne Identity. It also somewhat challenges conventions of location as it is set in a school which is an unorthodox location for a spy film.
2. How does your media product represent particular social groups?
This product doesn't represent many social groups but maintains a stereotype of an MI5 undercover 'spy'. Also, the film challenges the stereotype that all headteachers are well behaved, which will appeal to younger audiences who might dislike headteachers.
3. What kind of media institution might distribute your media product and why?
Our project might attract interest from companies such as MGM (Metro Goldwyn-Mayer) as they distributed other media products of the spy genre such as Casino Royale. Also they are a very mainstream company and a mainstream product such as this should attract significant attention. Columbia Pictures might be interested for the same reasons.
4. Who would be the audience for your media product?
We decided on a 15 certificate for the film to allow for a somewhat younger demographic to come to the film, but also to sustain an older audience by allowing for greater action scenes and dialogue. Fans of the action/thriller genres would be attracted by this film; also audiences who could identify the influences of Scorsese and Coppola.
5. How did you attract/address your audience?
We attracted the 15-17 audience by making an antagonist of a common authority figure (the headteacher) and with the promise of great action and plot. Fans of the action and spy genres will be attracted to this film by default as this is the kind of film they will enjoy watching, with many uses of genre conventions; i.e action and mysterious happenings with real looking props.
6. What have you learnt about technologies from the process of constructing this product?
I previously had some technological knowledge from prior experience with constructing sequences and usage of tripods and cameras. Also, I had prior experience with the editing process, but learned how usage of slow-motion effects can be effective. I gained more experience with the usage of title cards and the construction of opening sequences in post production. I developed blogging techniques such as labeling that I did not previously know how to do.
7. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
I learned the importance of giving the actors 'headroom' and focusing on not cutting off part of their heads in the shot, which is a rookie error and can be seen in the preliminary task. Continuity editing is another thing I feel I adjusted well to after errors in the pre task, where some characters can be seen walking and then running and back to walking again in the space of 3 fast cuts.
Our film "Mission Academy" uses conventions of the spy genre a lot; for example the use of sound, props and plot devices are clearly influenced by this genre as we have usage of prop guns and secret files, dark and fast-paced music and a use of flashbacks seen in such films as Casino Royale and The Bourne Identity. It also somewhat challenges conventions of location as it is set in a school which is an unorthodox location for a spy film.
2. How does your media product represent particular social groups?
This product doesn't represent many social groups but maintains a stereotype of an MI5 undercover 'spy'. Also, the film challenges the stereotype that all headteachers are well behaved, which will appeal to younger audiences who might dislike headteachers.
3. What kind of media institution might distribute your media product and why?
Our project might attract interest from companies such as MGM (Metro Goldwyn-Mayer) as they distributed other media products of the spy genre such as Casino Royale. Also they are a very mainstream company and a mainstream product such as this should attract significant attention. Columbia Pictures might be interested for the same reasons.
4. Who would be the audience for your media product?
We decided on a 15 certificate for the film to allow for a somewhat younger demographic to come to the film, but also to sustain an older audience by allowing for greater action scenes and dialogue. Fans of the action/thriller genres would be attracted by this film; also audiences who could identify the influences of Scorsese and Coppola.
5. How did you attract/address your audience?
We attracted the 15-17 audience by making an antagonist of a common authority figure (the headteacher) and with the promise of great action and plot. Fans of the action and spy genres will be attracted to this film by default as this is the kind of film they will enjoy watching, with many uses of genre conventions; i.e action and mysterious happenings with real looking props.
6. What have you learnt about technologies from the process of constructing this product?
I previously had some technological knowledge from prior experience with constructing sequences and usage of tripods and cameras. Also, I had prior experience with the editing process, but learned how usage of slow-motion effects can be effective. I gained more experience with the usage of title cards and the construction of opening sequences in post production. I developed blogging techniques such as labeling that I did not previously know how to do.
7. Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
I learned the importance of giving the actors 'headroom' and focusing on not cutting off part of their heads in the shot, which is a rookie error and can be seen in the preliminary task. Continuity editing is another thing I feel I adjusted well to after errors in the pre task, where some characters can be seen walking and then running and back to walking again in the space of 3 fast cuts.
Preliminary Task
Here is my pre-task:
http://johncotterillasmediastudies.blogspot.co.uk/2013/04/pre-task.html
http://johncotterillasmediastudies.blogspot.co.uk/2013/04/pre-task.html
Tuesday, 26 February 2013
12th February 2013
Tuesday 12th February 2013
We shot the film opening, I acted as David Stables and John Cotterill was cinematographer for most scenes, although I provided help on some shots for continuity purposes. We made use of close-ups, mid-shots and establishing shots. We also managed to get a prop blank-firing gun from the drama department for use in several scenes.
Tuesday, 12 February 2013
15th January 2013
Tuesday 15th
January 2013
The film
sequence we’re trying to create is for a spy film with aspects of mystery and
action. The plot for the film is that a government agent is implanted in a
school as a physics teacher due to suspicions that the school is involved in
class-A drug trafficking across Europe. David Stables is his undercover name
and in the opening scene we see him in the bathroom of the school washing his
face, which leads to a flashback to when he was originally handed his mission
briefing. The school bell rings and he snaps out of the flashback, he then
leaves the bathroom and goes back to the classroom where he begins his first
day undercover.
20th November 2012
20th November 2012
We utilized iMovie to edit our
previous camerawork, as well as adding some new shots. We imported the footage
with a firewire cable and edited it to make chronological sense.
In this screenshot you can see that
the 180 degree rule is established.
In the next shot the 180 degree rule is maintained.
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