Second post (Evaluation).

In what ways does your media product use, develop or challenge forms and conventions of real media products? Shot-reverse shot;
shot-reverse shot is used during conversations, it is when the camera alternates between the two speakers. In my film I used this when the two charecters meet, the camera goes from high to low, giving the standing person the power.

180-degree rule;
This is a rule applying to the shot-reverse shot, the camera must stay on one side of the conversation for it to make it easy for the two characters to be distinguished.

Camera angles;
We have included lots of camers angles in our production. We had to use a shot reverse shot for the criteria but we also included some interesting shots such as a high angle shot that resembles a CCTV camera to build a suspicious atmosphere. we aso used a pan to give a sense of the surroundings.

Match on Action;
We had a scene where we opened a door with an extreme close up shot, we then just had a medium shot from the other side of the door, and it was quite fluent if I'm honest.

Correct framing;
Our camera work was fluent in general, but you could tell it was amateur because of the slight delays and some scenes weren't flowing very well because of amateur camerawork.


How does your media product represent particular social groups?
Gender;
Our production gives represents men's false sense of power in situations. The girl 'beats up' the man which defeats stereotypes associated with gender.

Age;
this production is aimed more at younger groups rather than older groups as it is humourous and immature. it represents teenagers as quite sinister.

Ethnicity;
The film could be seen as slighly contraversial as it has no racial complexity, although this isn't really our fault as our class has no people from an ethnic minority.

Sexuality;
my film doesn't have any refence to sex.

Class and status;
My production shows a lower class scenario. It looks urban and is similar to london gangster films. We could have used suits to make the film reasemble a mafia film if we wanted to.

Physical ability;
our film doesn't represent people with

Movie Production.

Hi, I'm Tom Hollis and this is my first blog which will being going through the production of my movie. I'm a student at Gordano school in Portishead. I completed this task with a group of three: myself, Sam Austin, and Hannah Gadd. The task we had to complete whilst shooting this video was to incorparate a 180º shot; which would occur in conversation.
We decided to go with a spaggetti western theme, but tried to add humour. This is quite a unique category, so I think this was a bit risky as we didn't know anything about films of this category. Most of what we thought of came from stereotypes, such as the background music.
We used very basic equipment to film the movie, it consisted of: a camera, a tripod, and a few chairs. After we filmed it we edited it using iMovie on a Mac.
To film our movie we used the media room in our school, we also used the corridor outside. We had a double lesson to film our movie (100 minutes) but this was more than enough time as we were editing by the end of this as we had around 20 minutes spare. We could of taken one of the shots another time as it turned out quite badly.
To edit the film we had to separate each scene as we didn't do this whilst filming, but it didn't take very long because the software made it very simple. The things that took the longest were the edits, and actually choosing our best shots. We downloaded our backing music from iTunes and it was very simple to drag into our movie.
We planned the film reletively spontaneously so a lot of improvisation was involved, but I think it worked, and luckily we filmed it very fast. We made the funny atmosphere by using sound effects and novelty end credits.