OCR G324 Advanced Production

NAME:CANDIDATE NUMBER:

Aquinas College: 33435

YOUR TITLE CARD HERE

Your brief on this slide with ancillaries circled

(you can copy from here to your work)

1. In what ways does your media product use, develop or

challenge forms and conventions of real media products?

2. How effective is the combination of your main product and ancillary texts?

3. What have you learnt from audience feedback?

4. How did you use media technologies in the construction and research, planning and evaluation stages?

EVALUATION QUESTIONS

1. In what ways does your product USE, DEVELOP or CHALLENGE existing codes

and conventions?

If you are evaluating by interview, you will be asked the following sub - questions, with individual

extension questions to help you get more marks.

If you are doing a written evaluation use the following sub - questions to plan your answers.

How did you combine camerawork, editing, sound and mise en scene to create:

a) meaningb) genre?

Give examples to support your points 1. Does the combination of sound and images tell the audience how to feel?2. Does the editing connote the emotions shown in the trailer?

• Slow-mo, black and white, fade to black/white to signify flashbacks, tragedy, dream sequences etc

• Title cards• Edits matching the beat of the music

3. Do the lighting , props, locations and costumes reinforce audience expectations about your programme? • What messages do your costumes and locations send to the audience about

the class and status of the characters?• Non- diegetic sound- does the soundtrack add extra meaning? Are sound

effects used appropriately?

• Enigmas and parallel narratives engage audience• Representations of time; past, present and parallel. How does

the editing make the time of events clear?• Genres represented; melodrama, crime, romantic,

documentary (or hybrid)• Stereotypes and archetypes “heroes and villains”• Multiple POVs. Audience POV; open and closed narratives

(when the actors know less than the audience or when the audience is not given key information)

• Representations of gender, class, region and other demographic types

• Social themes reflected in trailer and ancillary print products • Realism and parodies• Narrative coherence; it makes sense

OTHER POINTS TO CONSIDER:

How effective is the combination of your main product and ancillary texts?

Question 2: effective links between soap trailer and 2 ancillaries

• Genre defined by all 3; familiar and new• Brand constructed by all 3; channel + representations consistent in all• Ancillaries as synthesis; conflict , enigma, interrogation or illustration• Synergy; shared content and ideas across all 3 products• Icons and signs; BRAND recognition• Codes; connotations• Use of star, regional or genre representation• Message stated; challenging audiences; questions and sub questions; media debates

evoked; media debates unify all 3• Mode of address declared; cultural level; popular, niche, ethnic• POV described• Repetition of key themes and representations• Audience pleasures anticipated• Reality represented• Postmodern representations; ironic use of familiar media clichés• Channels and schedules are all important as links between these products

Question 3; learning from audience feedback• Enigmas sustain audience interest and tease/challenge/stimulate• Audiences search for new stars• Genres create audience

segmentation/preferences/expectation/prediction/anticipation• Gender and age create debate and competition• Storytelling is a narrative pleasure; characters and plots matter• Audiences want comedy, conflict, repetition • Audiences recognise and understand the familiar and the regional • Genre hybridist creates pleasures and gratifications and widens demographic• Audiences want to find media products useful; media uses and needs,

gratifications and pleasures• Audiences want safety, repetition and familiarity.• Audiences want to see themselves reflected in the products; class, social and

collective identities• Audiences expect authentic and credible realism. • Audience are flattered and excited by contemporary and postmodern

intertextuality; web screens, phone screens, film and print media quotation• Audiences respond to ideologies, messages, media debates and moral panics

Question 4; what has been learnt from media technologies across all aspects of the unit

• Camera, framing and movement light (lux levels), camera sound skills• Hard drive recording and DV tapes and pause pulses for clips• Storyboards constructed from hybrid sources; scans, web and digital cameras• Adobe Premiere Elements 8 and iMovie editing modes. Apple Mac applications and navigation graphics• SFX, transitions, titles cards and other buttons and tools• Advanced clip montage editing• Keyboard commands; Shift and Control keys• Saving and copying• Downloading and sampling skills; internet and You Tube sampling• Animation and stop frame sequences• Ken Burns effect on still photos• Audio layering and sound levels• Audio - visual synchronisation• Firewire ports and USB ports. Memory.• jpg files to create stills• Prezi. Blogs, YouTube applications• Powerpoint options for planning and evaluations. See the IPC industry level CREATIVE ICONOGRAPHY in mag ads• Publisher and photoshop options for ancillary print media• Burning and title making• Pixilation and definition• Technical issues solved and unsolved

The sequence stated with a slow pan of the park at night; we established a genre, suspense and audience

anticipation. Melodrama or crime thriller

Non diegetic sounds of a choir rehearsal established a parallel narrative that presented the central theme of the

hard work of amateur drama using enigma

CAMERA was tripod fixed on auto for low lux recording

EXAMPLE SLIDE

• here is my final soap trailer, I designed this on adobe movie maker, I chose to make my soap about a romance in a college with a teacher and a pupil, I anchored the soap opera by the song I featured in the project witch was a song about a teacher sleeping with a pupil, this world well and made my soap trailer seem realistic.