FINAL VIDEO

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42. Analiza Charalambous, Julie Luong, Andy Van Le, Agata Kaszlikowska from 283goswell on Vimeo.

Evaluation Question 1

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

Conventions of film openings: Title sequence, narrative titles, ident/logo, establishing shots, the genre is set up, protagonist(s) are introduced, music/sound.

Film openings set up the rest of the scene and introduce the characters.

Title sequences must follow a strict order similarly to real film openings as we are trying to keep our opening sequence to our film as professional and realistic as possible.

Most films follow the order of: distribution company, production company, starring actors, film title, featuring actors, casting director, costume designer, music by, edited by, production designer, director of photographer, executive producers, written by, directed by.

We have followed the conventions of title sequence to maintain a realistic look to our opening sequence, this will attract people to watch it if it looks similar to existing films.

Click below for a photo collage of our title credits
A photo collage of our title credits

Conventional themes portrayed in our opening sequence included themes of partying, both characters attending school (common of a teen film), the girly girl and the more nerdy girl. These themes are relatable for our target audience as teenage girls will have experienced or have witnessed these things.

Ways we have used camera work, editing, mise en scene and sound to follow the conventions of real media products:

Camera work: We used a variety of shot types, shot angles and shot movement in order to maintain an interest to convey different types of emotion. Making sure we have good shots that are in focus will allow us to insure a professional look to our opening sequence. We used many close up shots to show the emotion of the character, this lets the audience to emphasize with the characters and relate to their situation.

Editing: We have followed the conventions of films by using match cuts and continuity editing. Our opening sequence is quite fast paced allowing all the action to happen and to keep up with the lives of teenagers as they're always busy either studying or having fun.

Mise en scene: Both characters are dressed appropriately for their stereotype, the party girl in a little black dress and the nerdy girl in pyjamas. After, they both get changed into school uniform, this conforms to the conventions of a teen drama as most teen films are set in school or around school environment.

Sound: Sound is important in our opening sequence to establish a fun and upbeat feel to our opening sequence, it engages with the audience. We used two main pieces of music, a classic song and a house music track. The classic 'Girls Just Wanna Have Fun' relates to many girls and is well known to many people, and 'Ready For Your Love' is a new innovative track that would be known by many teenagers of today.

The editing, mise en scene, sound and camera work we have used is typical of a teen film, we did this to keep to the conventions that are already made and conform to stereotypes.

The storyline and themes developed in our opening sequence are typical of a teen drama as many teen dramas are set around the school environment and the daily struggles (whether it be partying or studying) of teenagers, showing the reality of teenagers in the 21st century.

The name for our film Double Trouble, and use of titles reinforce the generic identity of our opening sequence as all the titles in our opening sequence are pink, which is a connotation of feminine attributes and conveys a fun, girly theme to our teen drama/chick flick.

We have stuck to many of the conventions within the narrative, themes, characters and film style.

Evaluation Question 2

Evaluation Question 2. How does your media product represent particular social groups?

 

Julie Luong's Slidely by Slidely Slideshow

Representation: how something is expressed and described. 

We have represented the rebellious party girl and the good schoolgirl in our opening sequence. We have presented the stereotype of the rebel as negative whilst the stereotype of the nerd as positive. We have done this by showing the party girl come home late whilst the nerd is sleeping with many study guides around her, showing her academic dedication whilst the party girl enjoys herself. The binary oppositions explore the stereotypes of our two characters.

This over the shoulder shot into the mirror was inspired by Skins as this shot shows the extent of the party and rebellion, and how it is used to get rid of all last nights evidence.

The character of Analiza, who plays the rebellious party girl was inspired by Effy from Skins. Effy is seen sneaking home after a rough night out and we have used a similar shot here with Analiza showing her sneak up the stairs. The lighting is similar as we had to keep it realistic, as it would still be slightly dark when the rebellious teenagers sneak home before school.

The character of Julie was inspired by Betty from Ugly Betty.

We were inspired from this high angle birds eye shot of Tony in bed and have incorporated this into this shot of Julie asleep. 

In this split screen, it is clear to us that Julie (the nerd) is rushing as she is late for school, up late studying however although Analiza (the party girl) is late, after partying she is relaxed and casual in getting ready for school.

When the two girls leave for school we can see the clear contrast between the two. Analiza (left) is seen in a short skirt where as Julie (right) is seen in a long skirt and long sleeves. This also shows the contrast as Analiza's room is pink whilst Julie's room is neutral, illuminating their clear differences.

Evaluation Question 3

Evaluation Question 3. What kind of media institution might distribute your media product and why?

This is our Facebook page where we have promoted our opening sequence to Double Trouble.

Evaluation Question 4

Evaluation Question 4. Who would be the audience for your media product?

Evaluation Question 5

Evaluation Question 5. How did you attract/address your audience?

Evaluation Question 6

Evaluation Question 6. What have you learnt about technologies from the process of constructing this product?

We have used Final Cut Pro, Motion 4, Creative commons, JVC cameras.

My Animoto Video

We used Final Cut Pro to edit our shots, put them together and create match cuts and continuity editing. This technology allowed us to add music, sound effects, transition effects which helped us to maintain a  a professional and create more interest and engagement with our audience. During editing we had to import the clips from the SD card, then we put it into the Mac, putting the footage into our hard drive and started to edit.

We have used Blogger, in order to document our planning and research up to the making of Double Trouble, this has allowed us to look back on previous work and work on our research. Through Blogger, I have also learnt new technologies to integrate with our blog such as Timetoast for production schedules, prezis for presentations.

 Motion 4 is a software we used to make the production and distribution indents for our opening sequence, we learnt how to use this software using a YouTube tutorial. This is conventional of film openings as all films have a production and distribution ident at the start in order to establish the companies and give them recognition for their work.

Creative commons is a platform where we can find copyright free music and sounds to use in our opening sequence. At the start I wasn't aware of how many sounds were copyrighted and unable to use in our work so we went through many music and sounds before we found ones suited to our genre.

JVC cameras are the cameras we have recorded both our preliminary and final task with. I have learnt how to focus, zoom, record, watch clips back, delete clips and generally use the camera efficiently.

 We also used the internet to research ideas for inspiration on our opening sequence, looking at existing films of our genre, teen drama and chick flick.

Technology has been very important in the process of constructing of our opening sequence in many ways, through actual filming, planning, editing and blogging. 

Evaluation Question 7

Evaluation Question 7.

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

Looking back at my preliminary task I have learnt and developed my skills a lot.

Things I have improved on since our preliminary task...

In our preliminary task, we did not use the ND filter effectively therefore the light is over powering. We have now learnt to use the ND filter when needed so the light is evenly distributed within the frame. Here is an example of where the ND filter should have been used.

The tripod on the camera was wonky therefore this shot isn't straight but we have learnt how to alter the leg lengths on the tripods in order to make it straight.

There is too much head space above Tyler (man standing up). Since this task we have learnt we should have minimal head space.

In Double Trouble..

We have now effectively used the tripod and the shot is straight! There is not much head space so this shot is well framed in comparison to our previous task at the start of the year.

Evaluation Question 1

Q1) In what ways does your media product use, develop or challenge forms and conventions of real media products?

 

 

A convention is something that you expect to find within a film from a specific genre.

Our genre for our movie was a teen drama therefore you would expect to find characters that fit into the stereotypes of typical teen social groups. For example, A popular girl who likes to party, or a geek who is always studying, they are characters which are binary opposites. Props that would be conventional in a Teen drama depend on the target audience and their age group however, typically you would find the use of mobile phones showing the audience that the characters are a young generation or  Drugs or alcohol to signify a rebellious teenager (also a very common teen film convention). Costumes can also relate to a genre and make the film conventional.

In our teen opening we decided to adapt to these conventions of a girly teen drama by using mobile phones playing music and being used throughout the opening as an iconic but not immediately obvious prop. The character is listening to music while walking down the road with her headphones in and also receives a text message in the opening. Also we decided to choose our characters costumes in relation to their characters conventional personalities that we created, rebellious girl wearing a party dress and heels (also an iconic prop throughout) and the nerd wearing big glasses which indicate her to the audience as a stereotypical teen character.

We use camera work and editing to show these conventions, we used a match put to zoom into the object that signify the conventions of our teen drama. the match puts to the shoes and phone of the protagonist make the audience link the character with her 'social stereotype' or convention in the movie quicker.  

The sound in the opening changes from a teen pop song of the first protagonist (the party girl) when she removes her headphones to a more mellow song which represents the new character soon to be introduces (the geek) we chose to do the switch of music like this to make it evident to the audience the two different personalities of the characters and what kind of music they would listen to. However, we still take into account that the songs must convey the conventions of the movie therefore we use sound which is directly linked to what teen would listen to.



comparison of our opening to real films by Slidely Slideshow

This short slide show is showing how we have been inspired by other teen films when making our own films, we have been inspired by the plot line of Sam and Cat, in this show two girls that are complete opposites who are pushed together by fate and have to live together. We adapted this into our own opening by using the idea of two opposites characters. We developed one of our characters from a show called Skins. Our party girl was inspired by the character Effy, we decided to use the idea of a part girl coming home from a party early in the morning. We also used a few of the same shot types in this scene as you can see above. From this we also were inspired to make our first location an ordinary London road. We also used an areal shot of the geek character much like in Skins of Tony.

Conventions of Title Sequence

We decided to follow a conventional title sequence, so we found a conventional teen movie and followed the title sequence, a starting of a distribution and production icons and then a following to introduce the 4 main actors in the film.

Evaluation Question 2

Q2) How does your media product represent particular social groups?

 

Representation are the description or portrayal of someone or something in a particular way. We have used many representations throught out our movie openings. We wanted our opening to introduce our characters and show how different they are, we used binary opposites to do this. 

The social groups we have presented in our movie are teenagers, we chose two different social groups of teenagers and chose two steryotypes . One steryotypical character representing the nerd social group and the other representing the party (popular) girl. We decided that in order to make the different very clear we would add 4  still shot camera elements at the beggining of the opening to identify each character. For the nerd we used books, glasses, DVD's and tropheys. 

For the party girl we used heels, dresses, makeup and a fashion magazine. (Which you can see in the short video below.)

We didnt just do this in the first 4 elements but carried this theme on throughtout the whole opening.

Showing Representations

A similar chatacter from a real tv series called 'skins' that we were inspired by was effie, the rebelious party girl. We tried to adapt Annalizas character to hers and make analiza a representation of Effie however, we didnt make the two character completely thesmame. We wanted to make Annaliza more adapted to the audience with the age range of 13-18 and therefore made the drama less urban than skins and more a teen drama. We adapted Annalizas look to also fit the description of a girly girl which was an element that was not included in Skins.

Evaluation Question 3

Q3) What kind of media institution might distribute your media product and why?

Question 3 production and distribution from AgataKasz

Evaluation Question 4

Q4) Who would be the audience for your media product?

 

Evaluation Question 5

Q5) How did you attract/address your audience?


How we adapted our film to suite and appeal to our target audience

From the MES I think we picked out the costumes the most successfully to represent and portray the characters in a way which would make our target audience respond to the action. Seeing as our characters were opposites we made them wear completely different outfits, even their seemingly identical school uniform differed. The nerd has a long skirt passed her knee as the party girls skirt was really short. Although we made the girl wear completely different wardrobes they were still things teenage girls (our target audience) would wear, and therefore this helped them relate to the action. Also the set and the props of each character in their rooms were thoroughly thought out, one room was plain and the other very girly however, every prop in there was something a member of our target audience would have in their room making the MES seem familiar to them and therefore appealing to them.

The Actors were teenage girls themselves, and that with the fact that they had different personalities that different girls could relate to meant that they were appealing to our target audience.

We picked our storyline based on what is desirable to be seen within our genre Teen drama. Our storyline of the film focused on two opposites meeting in an unexpected way and developing their friendship while on the way encountering certain problems. The theme of friendship and troubles in the way to get it are very common themes in Teen dramas as they are also very common problems in real life, this is how we know that our storyline will be suitable for our audiences interests.

The action that can be seen on the screen is something that teenagers can understand and that they themselves may have experienced before, Partying or studying are very common themes that pop up in Teen movies.

The way we chose our sound was appealing as both of our music track were songs that our target audience teenagers would listen to, we portrayed the first track using the prop of headphones as a way to indicate that the music was coming through them and therefore personalizing the first track to the party girl. this then made it evident that the second track was an meant to reflect the nerd. I think this was particularly effective in attracting our audience as by making the binary opposites strongly evident between the two characters we are pulling in a wider rang of viewers that can relate to either character 1 or two, or even them both.

I interviewed our target audience to see what they liked and why it appealed to them. :)

Our rough cut feedback made us change the music we used which I talked about above, this I think made our movie a lot better suited to a wider target audience. Before we just had one single pop song all the way through that didn't really go with the action and didn't resemble the second character enough. We also changed a couple blurry shots which made it more comfortable to watch.

So far we have reached our target audience through creating a Facebook page of Double Trouble and putting our video up on Vimeo. We chose these sites as they are easily accessible to anyone, are free and finally because we know our target audience is very likely to see them on there as teenagers, especially girls use social networking sites very often.

Evaluation Question 6

Q6) What have you learnt about technologies from the process of constructing this product?

Evaluation Question 7

Q7) Looking back at your preliminry task, what do you feel you have learnt in the progression from it to the full product?

Research

When starting the course and making our preliminary activity we had minimal skills.
We had minimal research into our task, I only learnt about basic shot types and a little about camera movement. such as what the 180 degree rule was and how to do match cuts. We did not do any further preparations sun as genre or convention research.

In comparison for our final piece we conducted a lot of research and experimentation into audience genre and its conventions. We knew what we would have had to include into our film for it to be appealing to our target audience and this made it more successful.

Pre-production/Planning

Our pre production planning was also a lot more developed in our final piece.
in our preliminary activity we had minimal planning, only including a few props such as a surgical mask, a notepad and a pen. Our location was limited to college and we did it in a classroom making it an unsuccessful location to the action going on in the footage. No further planning was done.

Our Final however involved a lot of planning including storyboarding, blogging to prepare for our filming, planning location and props as well as planning costumes and our actual opening idea. We did all this in order to make our filming as quick and efficient as possible. When we went out to film we knew exactly what we were going to be doing.

Filming


I think throughout the time our filming improved the most. We now know how to use a variety of different shot types and how they can be edited and work together to make a visually interesting scene.

In our preliminary activity we did use different shot types such but when constructing them we did not use a tripod and therefore our shots were shaky a lot making them look unprofessional and uncomfortable to watch. Our filming was also unfocused as at that stage we would forget to focus our shots. We also had no consideration for lighting or head space when shooting from different angles and at different times of day.

Our filming for our final however was well framed, we were aware of our head space and lighting for the same scenes. Our shots were also steady and focused. We also used things such as the rule of thirds or high low long and close up shots to make our opening interesting to watch. A skill we defiantly didn't have when filming our prelim.

Editing

In our preliminary activity our editing was very limited, we were not yet comfortable at this stage with using the editing software and we didn't know enough about continuity editing to be able to create successful  match cuts or cross cuts. At one point we broke the 180 degree rule in our filming. our sound levels throughout the footage was uncontrolled and therefore at some points you couldn't hear the text. Also we were not able to add text to out footage to create a title sequence.

However, by the time of creating our final product we were comfortable and able to edit using all those skills. We successfully edited match cuts cross cuts and shot reveres shots to make the editing continuous and seamless. We also added text on our footage and sound to accompany our action successfully. All these things made it possible to put together a well constructed film.

In summary I have developed greatly and learnt a lot from both these tasks. In my opinion my greatest development was in filming and you can definitely see the improvement in this most. 

Evaluation Question 1

Evaluation Question 1 - In what ways does your media product use. develop or challenge froms and conventions of real media products?

A convention is something that you expect to find within a film from a specific genre. So when you are seeing a chick film film which was our genre, you would expect to see girly props and mise-en-scene which we eventually done. Shown in screen grabs 
We used several shots in the opening right after the production/distribution ident, we showed key props establishing the two characters in the opening scene. First, they was filming, not still shot, however, during the post-production, i edited the scene as if it was still shots.

This is the first shot that is is shown to show the key props that will be relating to one of the characters

This is another shot that is shown within the key props, however, as you can see, this is not similar to the other screen gab i've shown. This is a completely different prop to the other showing that there will be two different characters to each other in the opening scene. 

Our film has a specfic genre which is teen drama - girly film. We use the key props in the opening scene to meet this genre. Also the fact we only used two characters that is females to give an idea to the audience what the main characters will be throughout the film.

 Conventions of Title Sequence

To keep it a real media product, we used Title sequence to maintain our film as an actual independent film. Starts with the production ident followed up by distribution ident, then a following introduction of the starring characters in the film.

Evaluation Question 2

Evaluation Question 2 - How does your media product represent particular social groups?

Our media product represent a particular social groups by showing mis-en-scene that relates the character in the opening scene as well as matching the target audience. We use key props for both different characters showing binary opposition 

Binary Opposition ( Created on Animoto )

Our film opening scene focuses on young female teenagers aged 14 - 18.

The animoto shows the genre of the film, however it is an opening scene so it gives and idea of the film genre and the characters. However, the binary opposition in our film were stereotyping two * typical * teenagers that are completely different form each other shown in Animoto.

We stereotyped a 'Geek' teenager who is every intelligent and her passion  about her education  by showing key props such as, glasses as she can't see well without them, books to show her intelligence. 

On the other hand, we also stereotyped a 'Party' teeneger who doesn't take life seriously and who loves to go out at night and comes home in the morning where everyone is sleeping. 

We was inspired by skins opening scene in the

very first episode in skins. Effy, the party teenager in skin was the first character that was shown.

So we use a similar character relating to Effy in skins in our opening scene and the film.

This is the ' Party ' teenager in our film. We used key shots to show the similarty between this party teenager and Effy in skins. Make up would be a key props for party teenagers showing how they care about their appearance in parties. Also, how they come home after a party in the morning, sneaking into the house without making a noise 

This is ugly betty, which is a teen drama series.
Which was inspired with our 'geek' character in the film having a different personality compared to the teenager coming home in the morning or known as ' the party girl '

As you can see, we used key props like the glasses to represent her as a geek for the film.

Evaluation Question 3

Evaluation Question 3 - What kind of media institution might distribute your media product and why?

The media institution that was used to distribute our production was an independent institution - Big talks production - providing our a small budget for our film. We also added one of each of production and distribution

Evaluation Question 4

Evaluation Question 4 - Who would be the audience for your media product?

Our media product is a teen drama film which is the main genre for it, the sub-genre is chick flick.
A chick flick film will be similar to ' Mean Girls' which turned out to be a big blockbuster. The audience will be mostly be teenager girls aged 13-19. Chick flick films will relate to real life situation so that the audience ( teenage girls) will feel sympathy to the characters in the film.

We created a Facebook pages to draw our audience more than just the film, we wanted to created page where we can draw more of our target audience for our sub-genre.

Evaluation Question 5

Evaluation Question 5 - How did you attract/address your audience?

The Title of the film.

The name of the film is called Double Trouble. Based on two girls having different personality to each other and one day became friends to start of some business. Its a girl catchy name which is used for a chick flick film. We came up with the name as soon as we came up with the genre for the film and the genre is a teenager chick flick, drama  film. 

Mise-en-scene/Characters/Location

The mise-en-scene was perfectly fitted to our characters slog with the genre of the film. We use costumes that is suitable for the party girl, having a dress, make up and high heels to represent the party girl. Whereas, the geek girl has a plain room, but having books around her showing intelligence.

It appeals to the audience as its relates to real life situation, as perhaps there are girls who exactly do the same with the party girl shown in the Final.

This is the main characters and location we used for the opening scene for our Final.

The characters as you can see are completely different from each other. Theres the 'party' girl that is coming home from a party that she went out all night where theres a 'geek' girl just about waking up as soon as the party opens the door.

The location we used to film were a house of a member of the group, and two rooms, for each characters. The party girl has a girly room to represent the girly side apart from her party side. This appeals to the audience as our target audience are female teenage aged from 13-19.

We reached our target audience by showing it to the cinema and the whole of Media students. Additionally, we uploaded our opening scene on Vimeo for people to watch a home. We also made a Facebook page for the audience to like and have lasted details about the Film, as most of the target audience use Facebook as a social networking website.

Evaluation Question 6

Evaluation Question 6 - What have you learnt about teachnologies from the process of constructing this product?

Evaluation Question 7

Evaluation Q7 - Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?

In pre-production, I've learnt that it takes time to have an idea of what film we should do, thinking about the genre of the film, the target audience and what will be in the film, or the idea of the film.

However, it will never been compared to doing the preliminary film as we were given the idea of the film and all we had to do was to think of what types of shot we should do.

Planning the storyboard is the first thing we do before actually doing anything about the film. The storyboard is the film, but in pictures and little plan about the each shot will be about.

After completing the storyboard, we then moved on to filming the film, before filming, we had to get the mes-en-scene correct for the scene. After getting it organised, we then decided on what kind of camera work we should do, thinking about the camera angle, and what kind of shot it will be. For example, close up shot, mid shot, birds eye view or establishing shot. Also, we try to have the rules in our shot, the rules of having a good film. There were: No head space, Rule of third, No zooming in etc. So we tried to have all rules applied in the filming production.

Finally, the last step of filming is post-production where the magic happens.
Editing. The most fun part of post-production but could be very stressful. We had to get every member opinion for the editing as it will matter what individual think, because sometimes, small thing matter and it really does for editing. During post-production, I as the editor learnt new technical skills in Final Cut Pro. Which could be beneficial for me in future edits.  

This is the prelim i created which was shot-by-shot remake of the Breakfast club.

We didn't do much researching about about the prelim as the research was about the opening scene. Which was quiet simple to do. We just had to look at the shot they do for the opening scene then we had to remake of it.

The filming or the camera work was a bit poor as we didn't use the tripod much, instead, we used hand-held. Some shot wasn't focused but it was the only shot we could use for post-production ( editing )

For the editing, it was simple and basic as all we needed to do was remake shot-by-shot of the opening scene of The Breakfast club.

This is our final.

We spent amount of fair time into our researching for our film as we needed what to do for our film. For example, we needed to know what genre will the film be, what type of shot we will do etc.

Our pre-production was well planned as we planned it away from college, so we had each other number and made a group chat. During the pre-production, we had loads of idea we came up with, but we all had to chose one idea which was suitable.

For our filming, we had a big jump of improvement as we had a session of framing tips which boosted our camera skills for our Final. We applied most of the tips that was giving out from the session.

For example: no head space, Rule of third, no zooming in and all shot must be focused.

Post-production was my favourite as I was the one to edit the Final.

During the editing, I learn new technical skills for Final Cut Pro which was the software we used to edit our footage. 

Summary

To sum up the prelim and Final, I had made a big improvement from the prelim production to Final.

As the researching for both, I done more in Final was it was the real deal, whereas the prelim had a basic idea of remaking the opening scene of another movie.

Filming skills where it developed the most as it was important when it comes to editing, we had to re-shoot the scene more than at least 3 times for the editing to be easier.

Editing is where my strength is at. I happened to be more accurate in the Final where in the prelim, i copied the opening scene of the Breakfast club.

Throughout the whole pre/post-production, I learnt allot and improve from prelim to Final, I was dedicated in my Final.

Evaluation Question 1

Evaluation Q1./ In what ways does your media product use, develop or challenge forms and conventions of real media products?

Our media product developed conventions of real media products as we supported the stereotypes of a nerdy girl as well as a party/popular girl. We used similar costume and camera work as the scene in 'Skins' when Effy is walking home from a party. The makeup for our character who is similar to her is done to look almost identical for example red lipstick, smudged eyeliner and messy hair etc.

The genre of our film is based on teen dramas as well as a chick flick. 

Convention:

Is what you would expect to see in the certain genre, for example; in a chick flick like the final product, expect to see dresses, heels, makeup, a lot of pink etc.

Evaluation Question 2

Evaluation Q2./ How does your media product represent particular social groups?

Copy of Binary Opposites

In our film we explored the binary oppositions through portraying the different stereotypes of a 'typical' teenage girl. The two binary oppositions in our film consist of a nerdy girl with props around her to connote how nerdy she is such as school books, glasses, trophies etc. The other character who is more of a 'Party Girl' traditionally known as the traditional popular girl in school, is shown wearing a party dress coming home in the early hours of the morning from a party. 

Her mise en scene at the begginning consist of party dresses, heels, magazines and shopping bags etc. The camera work was kept similar for both characters in order to show the differences between them clearly and effectively such as when they are getting changed for school. The sound worked well in order to show what social groups that they were in for example, when the girl in heels is walking the sound of the heels is louder than that of the music in order to strongly imply that she is a girly girl in heels.

Our influences for our video include 'Skins' and a Nickelodeon programme called 'Sam and Cat'. Our party girl is influenced by Effy from 'Skins' and Sam in 'Sam and Cat'; the nerdy girl influenced 

by Cat.

In conclusion, our media product represents particular social groups through mise-en-scene, camerawork, editing and sound in order to clearly portray what social groups our characters were a part of.

Evaluation Question 3

Evaluation Q3./ What kind of media institution might distribute your media product and why?

The media institution used to distribute our product was an independent institution (Big Talk Productions) owing to us having a lower budget for our film. In addition to this, we included 'Pull Focus Productions' and 'Icon Pictures' in our running titles.

This meant that we weren't able to market and distribute as well as a film with a big budget. Less marketing meant that less profit was made which also includes unknown actors taking part.
This company was best suited to our film as it produces urban british films of which ours had elements of. Plus, being students, we had a lower budget than most big films would be able to obtain.
Marketing less together with a lower rate of advertising meant that the technology that we used varied.

CGI was not in our budget therefore we could not use that as well as expensive cameras. The camera we used was a simple JVC camera.