A2 Exam Blog

In your experience, how has your understanding of real conventions developed through creating your productions? Throughout both Year 12 and Year 13, we have been given projects which have allowed us to both delve into and challenge particular conventions of the genres and characters we have been working with. This involved sticking to some theories about how scenes, people and shots should look, but then being more creative and original and ignoring the rules in some situations. The first opportunity I had to greater understand conventions was in Year 12. Myself and two other classmates created a film opening, titled "Panophobia". Our genre for this film opening was teen drama, although we mixed in some elements of a thriller. This was the first time we had heard about and started to use conventions in our media work, and it enabled us to create a fully-rounded teen drama, as we mostly stuck to the typical conventions of the genre. For example, our characters were all y...

Describe In detail Setting Themes  Icons Narrative Characters  Textual analysis What was our genre? The genre we chose for our video (matching our sing choice) was indie rock - after researching and watching a lot of videos from the indie-rock genre we concluded that most of them involved a live performance aspect and had extremely unique concepts/narratives. What was the set like? We had two main sets and a couple of minor sets in which only a few short shots were filmed. Our two main sets were a room covered in pink sequinned fabric and collages of song lyrics, quotes and faces. This was the set for our main character and performer Bea, and was designed to be extremely bright, colourful, and bold. Our second main set was a messy living room, inspired by the set of Glass Animals music video for Season 2 Episode 3. This set was designed according to my own living room, using the sofa and an old television as the main points of focus. Surrounding these were pile...

Introduction - Introduce the concept of narrative. What is it? "Narrative is a series of connected events shown to an audience" Todorov theory - equilibrium arc. Every narrative should start with equilibrium, which is then disrupted - the rest of the film should work towards a better equilibrium, which is then achieved by the end of the film. Our film opening did not conform to this, starting out with an immediate disruption of the equilibrium. It was then restored and disrupted again. Levi Strauss - Binary oppositions E.g Man Vs Woman For Panophobia: Past Vs Present Lost Vs Found Possible race element? Propp's theory of "stock" characters - Panophobia subverts AND conforms to character types: - Female heroines - Damsel in distress figure - Oblivious friends Barthes - Enigma coding. What makes the audience want to keep watching? What did we do for this, were we successful? Why? We kept our audience interested by never fully revealing wh...

Year 12 research: Film opening - Panophobia Genre task - School Musical High Titles - Psycho Planning: Dancing animals video Juno recreation Prelim task Genre task - School Musical High Storyboard, shooting schedule, risk assessment, prop list, availability schedule During Year 12 we were given tasks to create a short video embodying a particular genre and to create a film opening. In order to plan for these tasks, there were a number of small pieces of work we completed, which all individually served as research for our final products. Dancing animals task - getting comfortable with Premiere Juno recreation - Working together in a group, filming YEAR 13 Website research included taking screenshots from established artists, screen-casting the different pages they had and talking about it in a voiceover. We also watched multiple videos from the same genre as our song and took inspiration from those, creating a steal-o-matic, a compilation of different clips from th...

Throughout Year 12 media studies, I used digital technologies in much more limited ways than in Year 13. This is reflected in my choice of editing tools, camera and social media usage. Our first task in Year 12 was to recreate the opening sequence to the 2007 film Juno – this involved attempting to find nearby locations that would resemble the Juno set, finding angles which looked the same and then editing the footage with cuts at the correct times and various effects.   While this felt challenging at the time, on reflection it was a minimally challenging task and shows a great contrast to the skills I have now. Shortly after this, we were put into groups and given a set genre of which we had to make a small video - me and my group created a musical parody of High School Musical. I was given the role of filming the majority of the video, which we did so on a Sony Handycam provided by the school. I was also solely given the task of editing the video, which I did on Adobe Pr...

YEAR 12 We used Adobe Premier Pro , using minimal effects such as: Reverse effect Sped up footage Colour Correction Blogger.com - Regular posts, updates, research, planning and evaluation Twitter - Promotional account for panophobia Microsoft Word  - Used to create poster, bus poster YEAR 13 Adobe Premier Pro Reverse effect Sped up footage Gaussian Blur Colour balance Brightness and contrast Ghosting Crop Roughen edges Edge feather Lowered opacity Additive dissolve Non-additive dissolve Layered shots Film dissolve Technologies used: Blogger Wix- website creation Screencast- research, voiceover and evaluation Canva - magazine and poster creation - higher quality Prezi - presentations and research iPhones - behind the scenes shots Photoshop LinkedIn Powerpoint