Final opening title sequence

This is the final cut of me and my groups opening title sequence.

'Scalpel'

evaluation question 7

evaluation question 6

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

Below I have included the Emaze document that I created explaining the different technologies that I found in the process of creating my opening title sequence. 

evaluation question 5

Question 5: How did you attract/address your audience?

evaluation question 4

Question 4:  Who would be the audience for your media product?

evaluation question 3

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

To complete this evaluation question i worked with Robyn Marshall-Dawson and used exam time as a web tool.


Flash Card Deck created by robyn marshall-D with ExamTime

evaluation question 2

Question- How does your media product represent particular social groups?

I worked with Robyn Marshall-Dawson when creating this slideshare document answering evaluation question 2.

evaluation question 1

Question- In what ways does your media product use, develop or challenge forms and conventions of real media products? (i.e. of film openings)

In terms of how my media product has used forms and conventions of real media producvts is the structure of the film openings, we attempted to use tg=he same structure as originally used for most real life OTS'S.

Textual Analysis OTS

As a group we looked at the OTS for the film seven. I felt the tension and atmosphere which was created through the titles included elements which I felt would be a good style to use in our OTS as we want to give off the same effect. The typography used is key to the impression the film gives off its simple but for people viewing it gives a slight insight to what the film may consist of. In that way our OTS Is to be a lot like this but at the same time the sound etc. is not the type of thing we are looking to use in ours the sound in this is very much sci-fi like where ours is not going to be like this.

The camera work in this OTS is simplistic as it is mostly close-ups of hands, in comparison to ours where we are aiming to use a variety of different shots. The editing is mostly fading in and out of each scene with each title leading on to the next. Lighting is mostly dark not high levels of it at all, the titles are mostly all monochrome colours mostly dark, black and grey. I feel that their were very few locations as to where it was filmed
it seems to be inside and ours will be filmed in various locations outside and in.

Overall I feel that the typography and the atmosphere created is something we are looking to take on and apply to our own OTS. Although saying this we want our OTS to be original and not as similar to the extent people are clearly aware we were inspired by this OTS.

Narrative Theorists

Narrative Conflict  Claude Levi-Strauss (20th century theorist) suggested that all narratives are moved forwards by conflict and that this conflict is caused by opposing forces for example: rich and poor, love and hate etc. Also opposites within a storyline are extremely important in a successful story, as drawing two different worlds or characters together inspires conflict and interesting narrative. 

Roland Barthes suggested that there are codes within a film which serves to engage audiences. These codes are as follows:
The Enigma Code generates and controls what information a viewer is aware of within a narrative and holds their interest throughout the film. It introduces problems or puzzles which must be solved as well as mysteries which must be uncovered.

The Action Code refers to events that occur which the viewer immediately can identify with as being significant to the development of the narrative. Resolution may also be achieved through action.

Propp Narrative Devices:

Vladimir Propp also proposes narrative structure which is similar to Todorov's, but slightly more detailed and complex:

• Preparation - Introduction to the story.
• Complication - Keys or clues to the direction of the story.
• Transference - The donor events.
• Struggle - Dealing with complications.
• Return - Back to 'home' however there are still issues remaining.
• Recognition - Loose ends are tied up.

Propp's also looks at character theory which identifies more character roles than the previous antagonist and protagonist. Propp identifies seven main roles:

• The villain
• The donor - Prepares the hero or gives them a magical object
• The (magical) helper - Helps the here throughout the quest
• The princess - Object of the heroes desire, sought for during the narrative
• The princess's father - Rewards the hero
• The dispatcher - Character to send the hero off
• The hero (victim/seeker) - Reacts to the donor, weds the princess, completes the quest
• The false hero, usurper or anti hero

Evaluation of Preliminary task

During the Prelim task we learnt alot about how to film and edit. We filmed and got too grips with the basics of shotting a short film. Wev

Impact of technology on audiences

Film Distribution

Film Distribution

Distribution:

• The process of launching a film into the market place and then sustaining the publics interest.
• To be financially successful, a film has to be marketed, positioned and publicised.

The Distributor:

• The distributor has to acquire the rights to a particular film.
• There are three stages that they can do this:

         -Invest in a films production.
         -Buy the rights to film after its been made.
         -If they are already apart of the larger organisation, they will automatically distribute.

Distribution Companies:

• World-wide distribution is dominated by the US-based companies
• They will fight for the annual $60 billion generated within the global film entertainment business.

Examples of Distribution Companies:

• Paramount
• Warner
• Disney
• Twentieth Century Fox
• Universal
• Working Title
• Miramax
• Film 4

Film Marketing

Film Marketing



Marketing a film costs a lot of money. Letting audiences know about your film can cost millions let alone money spent from making the film itself. Marketing a movie can be a very expensive business especially as it only has a limited shelf life. Movies must be a hit on their opening weekend, often on the opening day otherwise they tend to disappear very quickly and the company risk losing money from their investment.

Most cinema tickets are one-off purchases. You don't buy a cinema ticket in the same way as you might buy a particular brand of soft drink, knowing that you will go back to this brand again and again and again (i.e. you have brand loyalty). You base your decision to buy a ticket on the basis of the marketing you have seen for an individual movie.

Harry Potter is a very successful franchise and have earned over $1bn at the box office to date. Fans of Harry Potter have brand loyalty as books, DVDS etc. have also all been successful. They have a built in audience who have gobbled up all kinds of merchandise.
The success of the brand is obvious from looking at the poster: No faces of stars appear although all are very popular, the actual title of the movies isn't clear, and the enigmatic image could be associated with many different genres or narrative possibilities.

 

 

                                                                                                                        

 

Film Marketing

 

 

The link above is what I used to get all the information on film marketing I felt it was very useful and understanding it gives you a lot of information of how film marketing works and also lists examples which can give you more information and make you more confident within the topic.

Convergence

Levels for OTS

Level 1

0–23 marks

The work for the main task is possibly incomplete. There is minimal evidence in the work of the creative use of any relevant technical skills such as:

•Producing material appropriate for the target audience and task using titles appropriately according to institutional conventions;

•using sound with images and editing appropriately for the task set;

•shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;

•using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.

Level 2 

24–35 marks

There is evidence of a basic level of ability in the creative use of some of the following technical skills:

•Producing material appropriate for the target audience and task;

•using titles appropriately according to institutional conventions

•using sound with images and editing appropriately for the task set;

•shooting material appropriate to the task set;, including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene

•using editing so that meaning is apparent to the viewer and making selectiveand appropriate use of shot transitions and other effects.

Level 3

36–47 marks

There is evidence of proficiency in the creative use of many of the following technical skills:

•Producing material appropriate for the target audience and task

•using titles appropriately according to institutional conventions

•using sound with images and editing appropriately for the task set;

•shooting material appropriate to the task set;, including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene

•using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.

Level 4

48–60 marks

There is evidence of excellence in the creative use of most of the following technical skills:

•material appropriate for the target audience and task

•using titles appropriately according to institutional conventions

•using sound with images and editing appropriately for the task set;

•shooting material appropriate to the task set;, including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene

•using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.

Outline of OTS Requirements from OCR

Outline of OTS Requirements from OCR

OCR stipulate: the titles and opening of a new fiction film, to last a maximum of two minutes. All video and audio material must be original, produced by the candidate(s), with the exception of music or audio effects from a copyright-free source. The main tasks may be done individually or as a group. Maximum of four members to a group.


OCR Examiner said “Some submissions were very short the target should be as close to two minutes as possible;there is no penalty for being either over length or significantly under, but candidates cannot expect to do themselves justice in a piece as short as one minute unless it contains immense complexity.”

Audience Research Methods

How do we measure media audiences?

We measure media audiences in various ways, some methods can be to analyse sales, subscriptions, rating and figures.

Who measures audiences?

National Readership Study: The National Readership Study (NRS) was established in 1956 and today provides the most authoritative and valued audience research in use for print advertising in the UK. The survey itself covers 250 of Britain's major newspapers and magazines, showing the size and nature of the audiences they achieve. 

BARB WEBSITE

Audience Analysis 

Audience analysis emphasizes the diversity of responses to a given popular culture artifact by examining as directly as possible how given audiences actually understand and use popular culture texts. Three kinds of research make up most audience research: 1) broad surveys and opinion polls that cover a representative sample of many consumers. 2) small, representative focus groups brought in to react to and discuss a pop culture text. 3) in-depth ethnographic participant observation of a given audience, in which, for example, a researcher actually lives with and observes the TV viewing habits of a household over a substantial period of time.  

National Readership Survey

The above title is a link for the The National Readership Survey, it was established in 1956 and today provides the most authoritative and valued audience research in use for print and digital advertising trading in Britain.The survey covers over 250 of Britain’s major news brands and magazines, showing the size and nature of the audiences they achieve.

Film Rating

U: Suitable for all

PG: Parental guidance

12: Video release suitable for 12 years and over

12A: Cinema release suitable for 12 years and over

15: Suitable for only 15 years and over

18: Suitable for only adults

R18: Adult works for licensed premises only.

Films for theatrical release are normally classified by at least two Examiners using the published Guidelines. In most cases the decision is ratified by a Senior Examiner, but if the Examiners are in any doubt or fail to agree, or if important policy issues are involved, the work may be seen by other members of the Board up to, and including, the Director and Presidential team.

Examiners look at issues such as discrimination, drugs, horror, imitable behaviour, language, nudity, sex, sexual violence, theme and violence when making decisions. They also consider context, the tone and impact of a work (eg how it makes the audience feel) and even the release format 

Audience Classification

Demographic: Age/ gender
Psychographic: Audiences jobs/ interests ect

Qualitative research: questionnaire/ focus group/ screenings
Quantitive research: clip board questionnaires.
Audience and groups:
Group A:

• Doctors
• Scientists
• lawyers
• Well paid professionals

Group B:

• Teachers
• Middle management
• Fairly well paid professionals

Group C1:

• Junior management
• Bank clerks
• Nurses
• 'White collar' professions

Group C2:

• Electricians
• Plumbers
• Carpenters
• 'Blue collar' professionals

Group D:

• Manual workers such as;
• Drivers
• Post sorters

Group E:

• Students
• Unemployed
• Pensioners  

Impact of technology on audiences

BFI Trip

On the 12th of November, we went to the British Film Institute to watch a presentation explaining opening title sequences. The speaker taught us the most common mistakes made by students and how we can avoid them, he also gave us tips on how to improve our OTS and our coursework grade. One of the most common mistakes made by students is they create a trailer instead of a opening title sequence, they do this by giving away too much of the plot and therefore removing the enigma. In order to improve our opening title sequence, we were told that our film title should be placed more towards the start instead of at the end. 

There were two other speakers that also gave us information that could influence our outcome, such as Dexter Fletchers advice on how to draw in an audience, and making sure that we link our text and titles to the genre of our film. For example, red text if the film involved a lot of blood and gore. 

The BFI was founded in 1933. They combine cultural, creative and industrial roles, bringing together the BFI National Archive and BFI Reuben Library, film distribution, exhibition and education at BFI Southbank and BFI IMAX, publishing and festivals. They award Lottery funding to film production, distribution, education, audience development and market intelligence and research. 

Below is the schedule of our day.

Textual Analysis- The trap for cinderella

The Trap for Cinderella- Representation

In this extract it begins with two girls seen in a mid shot talking and one is smiling whilst the other is not. This allows the audience to identify that there is a problem which only one of the girls are aware of,  it makes it clear that the story is most likely going to be based on her. The fact the other girl is unaware tells us that one of the girls is hiding something and does not want anyone else to find out. Also I feel that the mid shot was most probably used so both facial expressions were in shot.

They are both wearing bikini's making us aware that the weather is hot and it is during summer. Summer is meant to be fun and they are meant to be having a good time but something is clearly on her mind which is apparent to the audience. As the extract progresses the music within the extract begins to add tension and mystery which it then becomes evident that something is wrong.

My Audience.

Representation of Ethnicity

Ethnicity in tv drama from reecehopkins