Self Assesment

Self Assessment - G324	L1 U-F	L2 E-D	L3 C-B	L4 A-A*
Through research into the medium and genre that you are working in through detailed textual analysis of professional media texts
Excellent research into the potential target audience, showing a clear understanding of the various ways audiences are grouped and targeted
Preproduction planning is professional, detailed and tightly focused demonstrating excellence in the breadth and scope of planning
Innovative and engaging use of new media technologies to record and present research and planning
Practical work has high production values with attention to detail throughout
Careful attention to the framing of the subject, this includes depth of field			poster
Controlled use of the camera exhibiting a variety of shot sizes and angles		poster
Close attention to mise-en-scene and cultural signifiers in the text			poster
Recording and editing sound to enhance the visuals
Closely following the codes and conventions of the medium and the genre, whilst also demonstrating an element of flair and originality
Considerable attention to detail and a genuine sense of engagement with both the chosen media and the subject matter
Producing professional standard texts through a developed understanding of production and editing techniques		poster
Control of lighting, through keying, grading and correcting		poster
A variety of camera shots, angles AND movements		poster
Controlling the depth of field to ensure visuals are engaging		poster
Framing that creates meaning and engages the audience
Applying advances visual effects in post-production		poster
Paying attention to detail such as choice of fonts, use of non-diegetic sound, choice of setting/location		poster
Confidently use a variety of digital media platforms across all stages of your production
Utilising a wide variety of digital technologies including on-line data collection, social media platforms, uploading content to sharing sites as well as presentational hubs
Advanced understanding of genre codes and conventions evidenced in visual and technical codes
Detailed and thorough primary research into your chosen genre through a broad range of textual analyses
Detailed and thorough primary research into the genre expectations of your target audience
A confident understanding of secondary research into the use of codes and conventions within the chosen medium, as well as the specific genre conventions
Clear application of the primary and secondary research within the planning, and the construction of the final product
A discussion of how the codes and conventions were a factor in the success of the text in the final production evaluation,
Clear and detailed reference and application of media theorists (such as Steve Neale and David Gauntlett)			genre, narrative

R: Japanese Horror research

Japanese horror movies lean to a discrete style, a cautious pace, with quiet terror, often featuring morality tales and tales of vengeance either based on traditional Japanese stories or rooted in general Japanese cultural mythology (largely where it comes to ghosts). There is a significant undertone of graphic exploitation in Japanese genre films as well, showcasing shocking violence and sexual depravity. They also typically have twisty plotlines and confuse audiences by not letting them know exactly what is going on. Resulting in horror films which left the audience guessing right until the end.

Japanese horror films count on more on psychological horror which is a staple of early American horror films such as ‘The Haunting’, ‘The Shining’, and ‘Poltergeist’. These films are often mentioned by Japanese horror directors as their inspiration. Japanese horror films use folklore, ghost stories, and tales of honour and allegiance. Many of these movies deal with the breakdown of reality, family, and the mind dealing mainly with the unexplained.

 The Japanese thriller ‘Ringu’ stimulated the hit American remake ‘The Ring’. ‘The Ring’ became very successful in the US. After ‘The Ring’ hit big at the box office, studios looked to Japan more for other horror movies they could remake. ‘Ju-On’ was the next Japanese horror film to be remade. It was titled ‘The Grudge’ and soon went on to become just as successful at the box office as ‘The Ring’.

The telling of the story in Japanese horror is usually told at a slower pace than American horror. Japanese horror focuses on using more silence and empty spaces to create a sensation of impending death and doom. Terror is created by allowing the audience to not know what exactly is going on in these films as people are always scared the most by what they don’t know or understand. Which is what my group and I are trying to create.

As Japanese horror films work on a more dreamlike level than what is currently on the American horror market. They give the sense of not being in control creating tension and fear which are both vital for a good horror movie.

Self –Assessment – a2 COURSEWORK

SKILL	LEVEL	RAG	ACTION REQUIRED?
To apply narrative elements, techniques and theory to my coursework.	4c
To use narrative theories to analyse my coursework in detail.	4a
To plan so that product meets audience needs, demography and psychography.	4b		Go out and do primary research
To match content of my coursework to the BBFC classification given.	4b
To analyse coursework in relation to audience theories.	4c
To use technical codes (MECS) to communicate meaning effectively during construction.	4b
To analyse my products in relation to Media Language.	4c
To apply the theory of Semiotics to my Products.	3a		Research in semiotics relating to my horror products and use in my theory work
To explain and analyse stereotypes and countertypes in my products.	4a
To explain/justify/ analyse messages, values and ideologies in my products.	4b
To use conventions of the genre in my products.	4a
To challenge conventions of the genre in my product.	4a
To list icons / describe iconography for each of the three media forms I am working on in my chosen genre.	4b
To give examples of real products that are linked to my products in relation Each of the five areas in 1A and the five sections in 1B.	4b
To use a range of Media terminology that is varied, ambitious and accurate.	3a		Use media terminology that is suitable for the topic
To edit in Final Cut, creating intended meanings and effects.	3a		To preliminary tasks in order to gain experience and explore the software.
To edit in Audacity, creating intended meanings and effects.	3B		Use the software for primary and secondary research
To meet deadlines	1a		Make a plan to organise my work
To plan in detail and effectively	4b
To present work with care	4c
To use a range of presentation software	4a
To work in a group	4a
To conduct secondary research	4a
To conduct primary research	4b
To evaluate the success of my product.	4c		Use academic theories and case studies, use correct terminology and range of articulate reflections on my work to reach level 4

P: Production Logo

VUmagine
VU

P: Film cast availability

This is a screenshot of an email my member sent to our actors asking for their availability. We are deciding to start filming over the christmas holidays so we are contacting them via email. We also will create a WhatsApp group chat with our actors as it will be more convenient when reaching out to them. 

P: Horror experimental video

Horror experiment from husna on Vimeo.

over the holidays I experimented with (free) stock footages I have found and put it together creating an abstract narrative. I explored sound, editing, colour grading, using filters such as 'day into night' to help me create a mysterious, eerie atmosphere. Simple cuts and using slow motion and fast forward effects gave the video more of scary feeling as it is very unexpected, creating tension and enigma. This gives me more confidence as to how I want my editing done specifically for my final film Sakkaku. As I am now familiar with these simple editing techniques it pushes me to now try more complex editing and use different technologies for example, using the green screen and then editing a background on to it.

R: BFI Reflection

The trip to BFI focus was on representation. we looked at ways social groups were represented in media texts such as film, adverts, school. We looked at ethnic minorities such as black people, are studied the way they were shown for example, Beyonce's music video 'formation' sh was represented as a independent woman, somone who owned her race e.g. the lyrics 'I like my baby heir with baby hair and Afros, I like my negro nose with Jackson Five nostrils' connotes that black persons features are not somewhat ideal to the media preservative of beauty. However, here we have Beyonce confronting how there is nothing wrong with it and nothing is better than the other. The music video also had multiples of connotations of Malcolm x, with the 'x' formation, Beyonce aslso stands on a police car partially submerged in water with a narrator asking, “What about New Orleans?” This focuses on the lack of attention and care paid to residents in the ninth ward who lost their family members, homes and property to a natural disaster. Towards the end of the video, an African-American child dances in front of a row of Caucasian police officers, and he raises his arms. The police officers lift their arms, and the clip transitions to graffiti of the statement “Stop shooting us.”

Black people used to have small roles and not much status but now they taking greater roles and empowering the media industries so for our film we have our main character who is black, and we wanted to show other ethic people are now having more greater roles and we wanted our film to be diverse.  

We also looked at schools and black pupils achievement, how black pupils were represented and labelled as low achievers, and unlikely to go to university. We then watch clips of BBC One Citizen Khan, which we look at the representation of muslims and how the show resented them, through this gave us an insight how the media portrays different cultures, social groups, ethnic minorities.