EVALUATION

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

Activity 1

Our film is classified under Sci-fi/Dystopian genre. First and foremost, our title ‘Exo-Spirit’ reveals the sci-fi elements; we’ve thought of this specific name due to ‘Exo’ meaning skeleton enabling us to imagine the structure of the human body along with their ‘Spirit’ - the ghost that comes along with them and how it’s being taken away. Compared to another film of our genre, the Matrix, their title is also distinctive and has a meaning of its own. The use of scientific vocabulary in both puts into perspective the purpose of the films.

For the majority of our film being shot in the changing room, it supports Dystopia because we’re introduced to this abandoned, unpleasant room. Generally in a totalitarian society, we witness nothing but suffering so by us filming in that location, it’s the main thing that hints to the audience that our film is going to be nothing but torture. We also intended on filming in a location that has a white background due to it showing our sinister theme. Black is cliché when it comes to sinister so we’ve decided to twist it and use white also because of the sci-fi elements being included in our film. So the white tiles in our film forebode the sequence of events that are about to occur thus building the enigma for the audience. In general, the location supports the purpose of our film as it creates verisimilitude.

Our film represents social groups within society today. Overall the main audience is suited for adolescence/young adults as there’s violence as well as the plot being a bit complex for younger audiences to understand. Our genre is mostly known for being based in a patriarchal society however, ours slightly slacks this as we’ve made our dictator a woman, so in this case women have a sense of power. We’ve included hobbies in our sequence when the biologist is inventing the drug; it supports our genre as scientists would usually be experimenting in a lab with a range of apparatus. Working class is shown thoroughly as we’ve established who’s superior and who isn’t by their actions.

There are a few similarities within these two protagonists: the only difference is that Peter is aware of what harm he’s committing but doesn’t have a choice. Peeta doesn’t realize when he almost kills Katniss because he’s been injected. They are different in terms of skills. Peeta has physical strength whereas Peter has mental strength/intellectuality. They are both the same in terms of personal emotions, they’re both weak inside. Due to the dystopian world that they live in, they’re forced to feel weak and powerless. Peter wants to save society but is faced against dangerous consequences causing him to feel powerless. He’s also hurt inside by injecting the innocent. Peeta also aims to do the same but has a love interest (Katniss) he can’t help but feel anxious about her safety. Another character in our sequence is our female dictator who is sinister just like Jeanine in Divergent – they both plot the destruction of their society. They want things their way and they’re willing to do whatever it takes for it to happen.

2) How does your media product represent particular social groups?

Peeta Mellark.

Peter

1) Has physical strength

2) Aims to save society and Katniss

3) Isn't aware of his sinister actions due to him being injected.

1) Has mental strength

2) Aims to save society

3) Is aware of his sinister actions

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

4) Who would be the audience for your media product?

Our audience is aimed at predominantly adolescence/young adult viewers both male and female that have an interest in sci-fi/thriller as they would already have background knowledge on scientific vocabulary that’s mentioned in the opening sequence. They are also more likely to have creativity to figure out the forthcoming events.

5) How did you attract/address your audience?

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

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

I’ve learnt several things during the process of our production for this opening sequence. Firstly, I’ve learnt how to set up a tripod along with a Nikon DSLR camera. I’ve also learnt how to use a Mac computer with professional editing software (Adobe premiere Pro). On there I’ve learnt range of skills involving Import videos that we uploaded from the camera, adding transition effects and editing clips by pressing on the keyboard which bits should be added along with dragging it to the timeline. Thirdly, I’ve figured that to capture sound in the best way, it’s best to use an external microphone instead of relying on the built in mic in the camera. I’ve also managed to find uncopyrighted sounds/music effects online. The last thing I’ve learnt was how to blog using a reliable website: Wix. I’ve added multimedia features such as video, text and photos to make it look presentable.

Whilst doing the preliminary task, I’ve familiarised myself with the three main types of shots: Shot reverse shot, 180 degree rule and match on action. When filming these shots I realised how important these shots are and that if they were to be performed incorrectly it would make the film look ‘messy’ and unprofessional. These rules have their own purpose, since then I’ve always noticed these rules being used in TV programmes and their effect. E.G – Scandal, when two people exchange words, the 180 degree rule was used. This made things look much clearer and sensible. I’ve also learnt that camera angles are crucial in achieving the best overall effect of the shots. So when we filmed the 180 degree rule and shot reverse shot with me and Zahra. Alex had to place the tripod and camera on my left shoulder when Zahra was talking and shoot another clip but vice versa. We then used Adobe premiere pro and gathered all of the separate clips then joined it up together. The challenging bit was the timing. Especially when editing the match on action as we had to start and stop the clip at the exact moment. So from when I put the headphones on, sang, put them off then stood up and walked out of the frame, we had to get the separate clip of me walking towards the door and opening it. By this, we had to join the two clips but be precise about the exact timing.

The props we have incorporated into our sequence go with the setting. To support our two main genres we’ve used scientific equipment such as a syringe, glass beakers and the latex gloves which we witness being used to steal one of our character’s soul; these props are frequently used in a typical sci-fi film for the same purpose: to perform the task for the destruction of a character. For dystopia, we’ve used the handcuffs and the flickering lamp to bring out the idea of the biologist being captured in a desolate surrounding. The costumes we’ve set for our characters match their position within the film. So we’ve decided for our biologist to wear white throughout the film: First, he wore a white contaminated suit then the white lab coat along with safety goggles and latex gloves to match what a normal scientist would wear. For our dictator, she wore a long dark jacket which we’ve deliberately done to bring out their persona: the dictator’s a dark/ruthless person and we’ve decided to reveal that mostly through their costume. The lower class is seen wearing fully black clothing to represent her being in a place of distress. The colour black was perfect to wear for her because her sadness is present, we’ve also chosen it as the colour can represent the funeral of her spirit as it’s about to be taken away from her by the lethal injection.

We’ve used a range of shots ranging from close up to a mid-shot. We’ve mainly used a close up/extreme close up of our biologist’s face during the beginning to present in detail the biologist’s emotions. We’ve also used a close up for the light bulb to build tension.

The font we’ve picked shows our genre because of the way the letters are presented, we aimed for our title to look sharp to foreshadow warning that our characters are in danger. We’ve used the green colour similar to the Matrix as it represents advanced technology. This links back to the use of technology via the computer chip when the dictator’s conversing with the biologist. The font looks short and snappy but also sets the tone which is why we’ve placed it at the beginning. Our title’s font is slightly different as it lacks sharp appearance but reveals more sci-fi. I’ve added a pixel colour effect just like the Matrix to show this.

During the start of our sequence, the opening sets up our narrative as we’re instantly introduced to our protagonist being handcuffed in a chair, the close up of his face looking intimidated suggests to us that he’s being tormented which gives the impression of something negative. Our genres are being implemented with the mis-en-scene involved: the handcuffs, flickering bulb and his white, ghastly suit being present in the frame.

Our protagonists are two opposites, they’re introduced through their actions. However, the use of dialogue is hardly present as their actions speak louder than words subverting the expectations of our genre as talking would be the main aspect involved in an opening sequence. We’ve implemented Propp’s theory by including a villain. The dictator is first introduced by talking via the chip to the biologist, although her face is never seen. This is deliberately done as we want the audience to be curious about what she looks like. What has she got to hide? In contrast, the biologist is shown as being weak as he’s being cuffed and threatened for his humanity, he’s unable to move out of his chair and the only person that has control of him is the dictator. Our lower class individual is also portrayed as weak as she’s first introduced by being dragged; more action is involved during this scene which forebodes that she’s the character that’s in the worst position.

We’ve used a heart-beat monitor effect to emphasise the pounding heart of our protagonist. This enables the sci-fi theme to be exposed through the use of technology and sounding. The audience should visualise being in a hospital or a science lab by witnessing this effect. We’ve also presented the heart beat effect in the title slightly to build up to the monitor, again- it’s foreshadowing the upcoming events.