here is my prezi evaluation link:
http://www.prezi.com/3lpvr1xarfxm/
Poster.
After we produced our main production task, each of us created a poster for our film. We had an influence of the photo which we used, but different concepts on how the poster would look like. Sam made a poster which had the same basis as this one, however, I chose to make my own as I wanted the poster to 'be my own'. I believe that, with this poster, it captures what the film is about, and if we could continue the film, both of our posters would be used as advertisement for the film. From looking at the poster, the audience can see what the main character, 'Tommy Blackwell' would look like and what the attitude of the film would be. With using this photo, we can see that the character is a confident, out spoken character and proud of himself.
However, the film genre is specified as a dark comedy, but from the poster the audience wouldn't see what genre of film it would be. Although, in some ways, this is a good thing, as then the audience would be intrigued in seeing what this films genre is and what the film is about.
Is It The Sixties?
60's or 2010.
With our media piece we haven't made a certain decision on whether the film is set in the sixties or whether the character believes he is in the sixties but the film is set in the modern day. We both have different views on the piece and how, if we could continue the film, it would develop and end.
During the filming process, we had the problem of excluding modern reality and making sure that there was no evidence of the modern day. However, at the start of the task, we did think of setting it during the sixties and showing the life of a teacher in the sixties. The problem is, at the end of the filming task, we both had different views on our piece and noticed that, if we could continue, that the teacher character, would believe that he was in the sixties but was actually living in the present modern day.
The situation we have is that, because the character is in sixties clothing, we have a different take on how the film turns out. For example, if you were living in the sixties, you wouldn't know you were making a statement in the clothing, you would be wearing what, at the time would be fashionable. But, from a modern day society, the clothing would be stereotypical of that era and the viewing audience would expect the classic representation of sex, drugs and rock n roll.
Target Audience?
The way we both could finally present the film with the right background story, would be by having a showing to the target audience of our film, then getting feedback from them, to see what they believe the plot will pan out to become. Either a film of a teacher set in the 1960s or a teacher who believes he is in the sixties and living his life of sex, drugs and rock n roll.
Another point of showing it to an audience, would be finding out what our true target audience would be. We have placed the film under a 15+ certification. But however, the target audience would be different to the certification, as audience members would be a varied age due to the fact that the film has the nostalgic value of the sixties, the music, the representation and the society of that time would appeal to older audiences.
During the filming process, we had the problem of excluding modern reality and making sure that there was no evidence of the modern day. However, at the start of the task, we did think of setting it during the sixties and showing the life of a teacher in the sixties. The problem is, at the end of the filming task, we both had different views on our piece and noticed that, if we could continue, that the teacher character, would believe that he was in the sixties but was actually living in the present modern day.
The situation we have is that, because the character is in sixties clothing, we have a different take on how the film turns out. For example, if you were living in the sixties, you wouldn't know you were making a statement in the clothing, you would be wearing what, at the time would be fashionable. But, from a modern day society, the clothing would be stereotypical of that era and the viewing audience would expect the classic representation of sex, drugs and rock n roll.
Target Audience?
The way we both could finally present the film with the right background story, would be by having a showing to the target audience of our film, then getting feedback from them, to see what they believe the plot will pan out to become. Either a film of a teacher set in the 1960s or a teacher who believes he is in the sixties and living his life of sex, drugs and rock n roll.
Another point of showing it to an audience, would be finding out what our true target audience would be. We have placed the film under a 15+ certification. But however, the target audience would be different to the certification, as audience members would be a varied age due to the fact that the film has the nostalgic value of the sixties, the music, the representation and the society of that time would appeal to older audiences.
Opening Title Sequence.
Our media represents the adult life of a school teacher living his life as someone from the swinging sixties culture. We represent the stereotypical 60s lifestyle of sex, drugs and rock n roll through the opening sequence by using different shots of his lifestyle. The way we showed it was by filming shots of period clothing, well known 60's band album covers and typical happenings of the rock n roll lifestyle.
I believe that our media would be distributed by Film Four, with the BFI as the institution. This is because during the 1960's, the British society was more well known for the music and its style compared to the American society of that time era. The influences that we used were mainly from the British film, 'The Boat That Rocked'. The reason is because the film is set during the time of the 1960s and focuses on 'Radio Caroline' and how people acted during the 'swinging sixties'. This film is also written and directed by Richard Curtis. Using the influence of this film, made our film more of a British film than an American distributed film. Noticing how this film is recognised as a 'British' film, we included well known British 60's music and British culture was highly promoted during this era which makes this film, what I belive, a British film.
Our film wouyld have a classificatition of 15+ because there would be swearing, drugs use and sexual content. Our product does include dark comedy and emphasises the 60's culture which would draw in audiences who remember or are interested and enjoy the 60's music and the social culture. If we could carry on the media piece to be a full length film, we would show how stereotypically youngsters of today would react to a teacher which believes he is from the 60's, such as ridiculing him, due to the fact that he is a modern day teacher but believing he is living in the 'swinging sixties'.
We attracted the audience by using the first shot of a vinyl player being turned on and playing a well known, up beat 60's song - 'Street Fighting Man by The Rolling Stones' - we believed using this shot will grab the audience's attention. Next shot shows the audience two frames of different actions being shown. One of the shots we see is, the main character dancing in his underwear to the music. This shows the audience that this film has a comedic aspect in the opening credits. The other shot shows some mise-en-scene related to the character, the vinyl spinning with a Rizla packet on it, spinning with the vinyl. This gives the audience a intial idea of what the character will be like.
I believe that the experience of the preliminary task helped me to understand how I can do better on my next task. I worked better and understood the concept easier than I did compared to the first task. This is because instead of working in a three, I worked as a duo. By being in a duo, the idea which we created was easier to change and didn't have set backs, such as disorganisation and differences with camera shots and ideas. Also with working in a duo, no one gets left out or leaves the rest of the group to do the work. With being in this duo, I understood different techniques and felt much more involved with the piece, by knowing that my ideas have been put into the final media product. In the film, I played the part of the main character, 'Tommy Blackwell', as well as helping out with editing the film along with syncronising the music with the film. I also helped Sam with ideas of how the film could look more proffesional, rather than a GCSE media piece.
With our media product, I have found the technological side rather simple to understand. We, as a duo, discovered how to place two frames in one shot including a background to give the opening credits a professional look, instead of a GCSE amateur take on the sequence. In the opening shot of the vinyl, we have used a zoom out technique to the next shot. This has worked well with our piece, however we knew not to use any more as this would make the piece look once again very amateurish and would lose the professional look. Using the technology, I now understand how to import music and edit the music so it syncronises with the action. Before our opening title task, I really didn't know how to achieve this technique.
Our media product develops the ideas of a cliché 1960's lifestyle in involving sex, drugs and rock 'n' roll and the fashion from that era. However, our media product also challenges current media of today, giving the audiences a 'change of scene' from current up to date films. We show a stereotypical character form the 60's, instead of using a serious character. We did this as we knew that using a stereotypical character would be easier to grasp whilst watching the film. Also, seeing as our film is a dark comedy, using the stereotypical character helps the audience to reflect the film with a comic value, which in turn draws in the audience to carry on watching the product.
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