Friday 20 October 2017
Revive Advert
Evaluation
1) What was the task you were given and who was your target audience? As the audience wasn't typical of the product how did you manage to sell it? What was the name of your brand?
The task was designing a sports drink for over 60s. We sold it by showing an entertaining women reflecting on her youth and used upbeat song. The name of the brand was Revive and the tag line was so good which was said throughout the song.
2) Who did you work with and how did you divide the research, planning, filming and responsibilities?
I worked with Connor, Georgia and Rachel. I filmed the majority of the running shots and Rachel did the underwater ones and dancing ones. We all planned together by making storyboards and rough plans and individually researched other adverts to see how they promoted the product. Connor was the main editor with Georgia and I editing certain parts along the way.
3) How did you plan your sequence?
We made storyboards, picture and writing, in order to plan effectively.
4) What research and planning did you undertake?
I looked at previous sports drink adverts and analysed how they promoted their product. I made a rough drawing of a drink and annotated it to see how we could advertise it.
5) What was you initial feedback? What did others say about your production? How successful was your sequence?
Our initial feedback was that we needed to make the production more cohesive and add nature sounds. We also got told to add emphasis on the product by changing the brightness/ contrast when the drink is introduced.
6) Identify what went well and with hindsight what you do to improve/do differently.
In hindsight I would stabilise the shots to make them flow and have the end shot clearer and put more emphasis on the drink.
7) What have you learnt from completing this task (groups skills, communication, compromise, using your initiative, creative input, production skills, editing etc)
I have learnt that when an idea is put forward we should try it out first because it may make the production better and also when in a group compromise and communication is key in order to have a successful production.
8) Looking ahead, how will this learning be significant when completing your future productions?
Yes it will be significant because I have leant a lot about editing which will benefit me in the future and I have learnt to use my initiative in order for the production to be a successful as it can be.
Tuesday 10 October 2017
Advert Remake
Evaluation
1) Who did you work with and how did you manage the task between you?
I was in a group with Josh, Connor and Molly. Connor and Molly were the main editors of the advert.
2) How did you plan your sequence? What processes did you use?
We planned the sequence by watching the video multiple times to ensure we got the correct timings as well as writing down the script prior to filming to make sure we knew our lines in order for our advert to be the same as the original. We also did over 25 'screengrabs' of every moment the scene changed.
3) What theorists do you think you could apply to your task?
4) What factors did you have to take into account when planning, shooting and editing?
We had to take into account the timings of each of the shot in our shooting and editing to ensure the advert was the same as the original. We also had to make sure the camera angle was the same so when compared to the original advert at the bottom of the screen they would be from the same angle.
5) How successful was your sequence? Please identify what worked well and with hindsight what would you improve/do differently?
I think our sequence was relatively successful, the camera angles and dialogue was done well as well as the editing however we did not complete all the shots therefore that needed to be corrected and in a couple of scenes we weren't as serious therefore the acting could have been better to ensure the advert looked realistic. Also apart from the positioning, the location and surrounding props as well as costume were minimal and could be improved if done again.
6) What did others say about your production?
People said it was a funny video and was quite entertaining to watch which i felt was good as that is the purpose of the original advert therefore i feel as though we succeeded in that department.
7) What have you learnt from completing this task?
I have learnt that i need to be able to edit better as a whole so i can help my group with some of the problems we faced and concentrate more on the overall look of the advert ie. mise en scene.
8) Looking ahead, how will this learning be significant when completing your future productions?
This learning will be extremely significant as future productions will be directed and completed much more efficiently due to the strengths and weaknesses being shown therefore we now know the dos and don'ts.
Radio Industry Emaze
Georgia radio presentation from Great Baddow High School Media
Peer Evaluation
Positives:
-Well prepared
-Interesting visuals
-Good Information
-A lot of interaction on each slide
-A lot of facts
-Well organsied
Even better if:
-More clarification on BBC Radio 1
-Small fonts was hard to read
-Less writing on each slide
Peer Evaluation
Positives:
-Well prepared
-Interesting visuals
-Good Information
-A lot of interaction on each slide
-A lot of facts
-Well organsied
Even better if:
-More clarification on BBC Radio 1
-Small fonts was hard to read
-Less writing on each slide
Representations
Stereotypes
-Media industries use stereotypes because the audience will instantly understand them. Think of stereotypes as a 'visual shortcut'. They're repeated so often that we assume they are normal or 'true'.
Archetypes
-This is the 'ultimate' stereotype. For example, the white stiletto wearing, big busted, brainless, blonde bimbo.
Countertype
-A representation that challenges tradition stereotypical associations of groups, people or places.
Representations are created by the producers of media texts. What they choose to present to us is controlled by Gatekeepers.
Disability
Regionalism
Class
Age
Gender
Ethnicity
Sexuality
Homework: Gender (women)
Stereotypes of women are that all they can do is cook and clean, they're sex objects or lower than men. Also, women have a lot of pressure to be perfect and to look a certain way.
Below is a picture of the 50th anniversary of fairy liquid. Women have been stereotyped to do the cleaning in the household as oppose to men therefore have been put on the advert.
An advert stereotyping women as sexual objects who wear bras to appeal to men as oppose for the actual purpose of wearing a bra.
Below is a reference to the music video by Robin Thicke called Blurred Lines, the video now has an age restriction on Youtube due to its sexual nature. The video had to be taken down when first released as it had fully naked women in it, they later released a video with the women wearing clothes however still minimal. This outlines the stereotype of women being sex toys for men.
COUNTER TYPE MEDIA TEXT
Music video expressing the strength of women and how they can be successful.
-Media industries use stereotypes because the audience will instantly understand them. Think of stereotypes as a 'visual shortcut'. They're repeated so often that we assume they are normal or 'true'.
Archetypes
-This is the 'ultimate' stereotype. For example, the white stiletto wearing, big busted, brainless, blonde bimbo.
Countertype
-A representation that challenges tradition stereotypical associations of groups, people or places.
Representations are created by the producers of media texts. What they choose to present to us is controlled by Gatekeepers.
Disability
Regionalism
Class
Age
Gender
Ethnicity
Sexuality
Homework: Gender (women)
Stereotypes of women are that all they can do is cook and clean, they're sex objects or lower than men. Also, women have a lot of pressure to be perfect and to look a certain way.
Below is a picture of the 50th anniversary of fairy liquid. Women have been stereotyped to do the cleaning in the household as oppose to men therefore have been put on the advert.
An advert stereotyping women as sexual objects who wear bras to appeal to men as oppose for the actual purpose of wearing a bra.
Below is a reference to the music video by Robin Thicke called Blurred Lines, the video now has an age restriction on Youtube due to its sexual nature. The video had to be taken down when first released as it had fully naked women in it, they later released a video with the women wearing clothes however still minimal. This outlines the stereotype of women being sex toys for men.
COUNTER TYPE MEDIA TEXT
Music video expressing the strength of women and how they can be successful.
Monday 9 October 2017
Theories
MORAL PANIC
Definition: A moral panic is a feeling of fear spread among a large number of people that some evil threatens the well-being of society. A Dictionary of Sociology defines a moral panic as "the process of arousing social concern over an issue – usually the work of moral entrepreneurs and the mass media".
Example: Isis
HYPODERMIC NEEDLE THEORY
Definition: The hypodermic needle model (also known as the hypodermic-syringe model, transmission-belt model, or magic bullet theory) is a model of communications suggesting that an intended message is directly received and wholly accepted by the receiver.
CULTIVATION
A theory made by George Gerbner who proposed the idea that exposure to repeated patterns of representation over long periods of time can shape and influence the way in which people perceiver the world around them. In short- the more we see the same representations and messages, the more we believe they are true.
EFFECTS
A theory made by Albert Bandura who proposed the idea that the media can implant ideas in the mind of the audience directly. The idea that audiences acquire attitudes, emotional responses and new styles of conduct through modelling. The idea that media representations of transgressive behaviour, such as violence or physical aggression, can lead to audience members to imitate those forms of behaviour. In short- if an audience sees aggressive behaviour, they are likely to mimic it.
Definition: A moral panic is a feeling of fear spread among a large number of people that some evil threatens the well-being of society. A Dictionary of Sociology defines a moral panic as "the process of arousing social concern over an issue – usually the work of moral entrepreneurs and the mass media".
Example: Isis
HYPODERMIC NEEDLE THEORY
Definition: The hypodermic needle model (also known as the hypodermic-syringe model, transmission-belt model, or magic bullet theory) is a model of communications suggesting that an intended message is directly received and wholly accepted by the receiver.
CULTIVATION
A theory made by George Gerbner who proposed the idea that exposure to repeated patterns of representation over long periods of time can shape and influence the way in which people perceiver the world around them. In short- the more we see the same representations and messages, the more we believe they are true.
EFFECTS
A theory made by Albert Bandura who proposed the idea that the media can implant ideas in the mind of the audience directly. The idea that audiences acquire attitudes, emotional responses and new styles of conduct through modelling. The idea that media representations of transgressive behaviour, such as violence or physical aggression, can lead to audience members to imitate those forms of behaviour. In short- if an audience sees aggressive behaviour, they are likely to mimic it.
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