Double page spread research

Double page spread research

Double page spread research

Possible layout of our newspaper advert

Script

Props

Voice of Detail

Research on the Background

Things to include in the argument between America and the UK.Boston Tea Party

- It was a form of protest bt colonist in a British colony in Massachusetts.
- It happened December 16th 1773-Men dressed as indians led by a man called Samuel Adams dumped £10,000 (£636,000 by modern day) worth of tea into the harbour.

The Earl

- Built the castle1776 as a hunting lodge but soon changed its name to Boston Castle because he felt that strongly about the American Revolution. He believed America should have their independence.
- The Earl was also expected to fight in the war against America.

Change of idea

We are no longer going to include the reenactment because we do not think that it would be suitable for a children TV programme as it would not keep the attention of the children. Instead we are going to have Lisa Blythe and Daniel Simpson wearing plain clothes, a white top and dark trousers. Lisa with the Union Jack on her top, and Daniel with the American Flag. (It would be a good idea that Daniel speaks in an American accent). They are going to have a conversation/argument about the situation surrounding the Boston Tea Party. Just to give children an insight into why Boston Castle is named as it is, and also a little extra information even though it is not to do with Boston Castle but the American War Of Independence.

Treatment

Treatment

Presenters - Jade Dannatt, Becky Marshall

The Earl of Effingham - Daniel Simpson
Newspaper Reporter - Lisa Blythe

In our group of four, we are going to make a children's documentary about Boston Castle. Our target audience is going to be children in the age range of 7-13. The mode of address is going tbe teacher to pupil however it will be very informal but still informative.
Our group intend to create this small clip by using only 3 locations. We are going to follow a narrative structure (Todorov). First we plan on starting in a classroom at college with a white backdrop. We are using the white backdrop to make the colours of the costumes stand out, as Jade and Becky plan on wearing bright colours because it is something aimed at young children and bright colours attract and help to keep them engaged with the action. Using high angled shots would be good to use as these shots would make the children feel 'bigger' whilst watching this, even though we are more dominant as we are playing the 'teacher' role in the documentary. Also in this part we will give a brief intro such as “Hi kids! Today we're going to be learning about Boston Castle!” We will also give facts and figures about the castle. Once that has been done the camera will then cut to Jade and Becky (the presenters) who are at Boston castle. We are thinking about using the top of the castle to cut to (Up for negotiation). Then we are going to have a video clip of around and inside the castle and maybe some of the surrounding features of the castle grounds. On top of this we plan on having a voice over which is done by Daniel explaining what we are seeing/filming.
After this the camera will cut to Jade and Becky who are stood outside the small door within college. The two presenters tell the children it is a time machine (we will also have a sign on the door saying 'TIME MACHINE'), Jade and Becky open the door and will either use a fade in and fade out editing or we will edit images of Jade and Becky on a 'swirl' background with sound effects used on doctor who. This is to create the effect of time travel. Jade and Becky appear behind a tree. Throughout the next set of scenes we plan to use an old look editing effect as this will show that we have travelled back in time and to show the past. We also have an idea that there maybe a possibility that we could edit it so that Jade and Becky are the only people that are in colour; Which shows that they are from the future. We then stop and say 'shhh, look, there’s the earl!' and the camera then goes to a shot of The Earl and the newspaper reporter who is interviewing the Earl. The camera now focus’s on the interview itself. However, after the interview you see Jade and Becky in the background using hand gesture to say 'come on! We’re going!'
Then we are going to cut back to a shot of Jade and Becky stood outside the time machine, saying ‘Thanks for joining us today kids! See you soon!'

Costumes - Jade and Becky - wearing bright colours to keep the children’s attention to the action, funky clothes and pigtails.
Daniel - (The Earl Of Effingham) 18th century clothes, from the drama section in college
Lisa - Newspaper Reporter, wearing a suit and a hat.


PROPS - Something for the newspaper reporter to be writing on.
The hardest part we are going encounter whilst doing this is going to be doing the re-enactment, we have to go back to 1846(ish) using the location as it is today. This is hard because the windows and doors of Boston castle are covered with metal planks; this is obviously an issue to tackle. We plan to tackle this by still showing Boston castle, however only using shots that do not show the windows and/or doors, but only the walls. To make it look as though we are in the past we are going to have try and cut out any sounds such as cars from in the distance, and also film in the early morning when there no cars around at the car park. The costumes will also fit to the diegetic world. We may also add some non-diegetic sounds. We will also be using a non diegetic sound when it comes to editing for the time travelling scene

Health and Safety points

Filming outside only when the weather is dry
Falling objects i.e. branches
Trips and falls due to a wet surface etc
Making sure that at least one member of the group has a mobile phone when filming
Don’t go filming on your own
Making sure that no lights are shining in peoples eyes.

Locations that we are going to use (AO3)

Presentation (AO3)

Story Board (AO3)

This was made by using http://stripgenerator.com/It was simple to use however because you could only use 3 boxes at a time I editted them together using paint.

A Graph to showing what people like the best (AO3)

Feedback Sheets (AO3)

Things to include

Idea Storyboard

Textual Analysis

Cbeebies Colour ideas

As your project is aimed at children, I have looked at an example of colours that would be suitable for children.

I used a website called mindmeister - www.mindmeister.com to create the mind map above. The mind map is based on three initial ideas for our Boston Castle project.

Pictures of Bosto castle

The following clip contains picture that were taken from both the inside and the outside of the castle.

Men's, Women's and Children's clothes from the 1800's

Men's, Women's and Children's clothes from the 1800's

Men's, Women's and Children's clothes from the 1800's

Men's, Women's and childrens clothes from the 1800's

What have I decided to do for my project?

Semiotic Analysis of a Documentary

Below is an audio of the documentary which I analysed. The documentary is part of a series (Creeber, 2001) of documentaries from "Ross Kemp on gangs" Also, I haveprovided a web link to the documentary which I analysed.

Web link - http://freedocumentaries.net/media/178/Ross_Kemp_on_Gangs/

Pre-lim Video Task Evaluation - Question 6

What will you do differently/better when you make your final moving image product?

Pre-lim Video Task Evaluation - Question 5

What lessons have you learnt from this task?

Pre-lim Video Task Evaluation - Question 4

What did you find difficult about the process of making your practise moving image product? What problems did you encounter and how did you overcome them?

Pre-lim Video Task Evaluation - Question 3

What is bad about your video, and why do you think it is bad?

Pre-lim Video Task Evaluation - Question 2

What is good about your video, and why do you think it is good?

Pre-lim Video Task Evaluation - Question 1

What shots have you used? Why have you used them? What meaning do they create?

My next step

I have now finished my evaluation for my pre-lim video task and I will now post each question to the blog by text followed by the speach of my evaluation by audio

Lesson Objectives

I have achieve my lesson objective for today's lesson. I need to carry on with my evaluation in my next lesson.

Lesson Objectives

My lesson objective for today's lesson is to start the evaluation on the short video that I created as part of Assessment Objective 3.

Assesment Objective 2 (AO2)

Apply Knowledge and understanding to show how meaning are created when analyzing media products and evaluating your own practical work. As part of this assessment objective I am going to do an evaluation on the short video that I created.

Lesson Objectives

I have successfully completed my assessment objectives of finishing editing the video that I produced as part of assessment objective 3 and posting the video to my blog.

Assesment Objective 3 (AO3)

Demonstrate the ability to plan and construct media products using appropriate technical and creative skills. To forfull this assesment objective I have used creative skills to produce a video I also have used continuity editing techniques in the video too.

Assesment Objective 3 (AO3)

Demonstrate the ability to plan and construct media products using appropriate technical and creative skills. To achieve this assessment objective I am going to edit the video that I produced. Once the video has been edited and finalised I am going to post the video to my blog.

Assesment Objective 3 (AO3)

Demonstrate the ability to plan and construct media products using appropriate technical and creative skills. As part of this assesment objective I have created a call sheet.

The call sheet is shown below:

Assesment Objective 3 (AO3)

Demonstrate the ability to plan and construct media products using appropriate technical and creative skills. As part of this assesment objective I have created a screen play for the video task.

The screen play is shown below.

Assesment Object 3 (AO3)

Demonstrate the ability to plan and construct media products using appropriate technical and creative skills. Part of assessment objective 3 I have created a story board for our video.

Below Shows the story board that I created.

Video Task Shot Details

Establishment Shot - Long Shot
Mastershot - Medium Close up
Insert Shot - Extreme Close uip
Eyeline Match - Medium Close up
Shot reverse Shot - Medium Close up - Two Shot
Reation Shot - Medium Close up

People who I am Working with

The video task that I will be undergoing; I will be working with the following people:

Chris Saxby

Mikey Kellemen

Matt Allend

Introduction Unit to Unit G324: Advanced Portfolio - Lesson Objectives

1. Complete a screenplay for my introduction to unit C324: Advanced Portfolio Cideo task

2. Complete a stort board for my introduction to Unit G324: Advanced Portfolio Video task.

Introduction to Unit G324: Advanced Portfolio - Assesment

The purpose of this unit is firstly to assess your ability to plan and construct media products using appropriate technical and creative skills (AO3); secondly to assess your ability to apply knowledge and understanding in evaluating your own work, showing how meanings and responses are created (AO2); and finally to assess your ability to undertake, apply and present appropriate research (AO4).

The unit requires you to engage with contemporary media technologies, giving you the opportunity to develop your own skills in these technologies. It also enables you to develop the skills of presentation that are required for further study at higher levels and in the workplace.

Evaluation - Question 7 - voice audio

Evaluation - Question 6

Question 6

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

Strengths

• Applying layer effects on to text etc
  
• Creating text boxes
  
• Applying drop shadows onto text, text boxes, images etc –
  
• Text with drop shadow applied
  
• Cropping images
  
• Learning how to create a blog
  
• Using the magic wand tool to erase white space.
  
• Learning how to upload images and text on to the blog.
  
• Knowing how to create affects on images such as altering the angle of the drop shadow, editing the lighting on the image
  
• I have learned how to apply layers on to of other layers so that text will go on top of Images etc

Weaknesses

• Some of the tools on QwarkExpress were difficult use.
• I found that QwarkExpress was too basic which meant that it made using the softwear less enjoyable to use.
• The magic wand tool on Photoshop was difficult to use because when editing images, you had to adjust the amount that you wanted to delete which made it time consuming and frustraing too.
• I thought that the blog was frustrating at times as images and videos had to be saved as a certain format.
• Not all fonts on QwarkExpress allowed the file to be exported as a PDF file which meant that you are having to change the font which makes it time consuming.
  
  

Evaluation - Question 5

Question 5

How did you attract/address your audience?

I attracted/addressed my target audience by having a male artist like many other Hiphop/RnB as the main imagery. This showed an ideal partner for females whereas for the male audience it created an ideal self character as males want to be like him a any possible way (Carl Rodgers,1980). I attracted my age group by having a young person as my main imagery which is suitable as my age group is 16-24 year old where as if I had a 40-50year old person it wouldn’t have had the same effect.

I have attracted my audience with the picture of the iPod to attract the young ages as an iPod is a possession in which young people have.

The bold font attracts the male side as this shows masculinity and power which is very stereotypical. The colours of the text attract the more female side as the white and yellow are more feminine colours. The font also attracts my audience as this text is bold and powerful which is stereotypical for the music genre and the group of people that I am aiming at.

I attracted my british audience by applying a british person on the front cover to conote Britishness

The iPod will attract the BC1C2 social grade classification used by National Readership Survey (NRS) this is because these grades are the sorts of people who will have an iPod. Anything above or below are unlikly to have one meaning that it isnt going to appeal to those people.

My media product will attact these audience because they are considered to have enough income to spend on the products and services

Evaluation - Question 4

Question 4


Who would be the audience for your media product?

The target audience that my music magazine is aimed at:

• ages of 16-24.
• The magazine is aimed at both males and females
• have an interest in HipHop/ R&B music as the artist on the front cover will have gangster look, creating an ideal self image and for females as the artist creates an ideal self image. The magazine will be a mainstream magazine.
• This magazine will be aimed at working class and lower upper class audiences.
• The Audience will be aimed at both white and black ethnicities
• The magazine will be aimed at a British audience.

Evaluation - Question 3

Question 3


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

The type of media institution that would possibly distribute my media product would be a conglomerate company as the circulation figures are going to be high due to Hip-Hop/ R&B music being highly demanded and also my magazine is a mainstream product, this means that a large number of copies are more likely to be sold. My media product is going to be promoted to the public through above the line advertising via the internet with its own website, where the audience can subscribe for the magazine online etc. It is also going to be promoted through TV adverts too. This is another reason why a conglomerate company would possibly distribute my media product as an independent company wouldn’t be able afford to distribute this product to the public via TV adverts etc.





Bauer and IPC Media would be examples of conglomerate companies that would distribute my media product.

Evaluation - Question 2

Question 2

How does your media product represent particular social groups?

My media product has been mediated to address a preferred reading (Stuart Hall, 1980) to my target audience. This has been done by through images and style of text. The images have been mediated through Mise-en-scene (character costumes) the encoded costumes used for my images connote (Bathes) tough, gangster, seriousness which is very stereotypical for the genre of my magazine (RnB/Hiphip) Therefore my media product isn’t challenging the forms of a stereotypical appearance in terms of costumes of a Hiphop/RnB artist.
My media product represents particular social groups by challenging the type of social groups that stereotypically read this genre of magazine by having a white person on the front cover rather than a black person which would be a suitable archetype for the music genre. I had a white person on mine to show that it isn’t only black people read about the music and listen to this genre of music too. I have encoded yellow and white bold text font to represent bling etc which is very stereotypical for the music genre as many people who listen to this music like lots of jewellery etc.

Evaluation - Question 1

Question 1

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

My final product, which is my music magazine, “Ignition” has used conventions of magazines, such as a masthead by using it to display the title of the magazine that I have created. All magazines do this too. I have also looked at the positioning of mastheads and found that they are placed at the top on the front cover on other magazines, so I placed mine there too. I also used the name of the masthead to create connotations of the music genre.

I also have looked at the layout of text on a magazine front cover, contents page and a double page spread and I found that in most magazines that I researched has text in vertical columns, so I applied this into my magazine. All magazines follow a house style so I followed the convention by creating my own house style; I used this for text, text boxes for my contents page, page numbers and backgrounds. I have used cover images creates connotations and moods about an individual or an item which gives a certain attitude towards a certain type or group of people. My connotations have simular connotations to a real Hiphop. They are, gangster, seriousness, emotionless etc. I have also placed the issue number of the magazine just like a real magazine does.

Lesson Objective

I have now started my evaluation of my media product that I have created

Finished Double Page Spread

This is my final version of my double page spread for my music magazine that I have created