Evaluation

Louise Evans

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

real media products?

Codes and conventions of British social realism

Unknown British actors

Working-class settings

Main characters are teenagers

Wider social issues (teenage single mother)

How does your media product represent particular social groups?

One of the main characters is a teenage single mother. Teenage mothers are often represented negatively. We challenged this by representing her positively, as her morning routine was a lot more productive and rewarding than the other teenage girl.

This contrasts with the film Fish Tank, as teenagers are represented as anti-social and troublesome. Therefore, we wanted to show that the stereotype people form of teenagers isn’t necessarily true.

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

Either of these companies would distribute our media product as both the film and companies are British. Also, all of the companies produce independent films which matches our film. Therefore, our film would be shown in Art house cinemas.

Who would be the audience for your media product?

Our primary audience is 15-24 year olds, particularly females. This is because the social realism genre is most popular within this age group and our characters are females,

making it more appealing to that genre. Our secondary audience may be a middle-aged audience as they often go to art house cinemas.

% 7-14 15-24 25-34 35-44 45-54 55+ Overall

Male 10 15 10 9 4 3 51

Female 9 13 7 9 6 5 49

Overall 19 29 17 18 10 9 100

Figures found by the British Film Council about Art house cinema audiences.

How did you attract/address your audience?

Our 2 minute opening was shown at The Electric Cinema in Birmingham on 8th May 2014. Our film attracted and addressed our target audience as the characters in the film were around the same age as those in the audience, making it easier for them to relate to the storyline. Feedback was received from the audience. Positive feedback included: “I liked the use of cross cutting and music”, “the jump cuts were effective”, “I liked the range of camera shots and the way they were edited together”, “I loved the contrast between the two girls, good choice of music and a positive representation of motherhood”. The only constructive criticism received was: “maybe include some dialogue”.

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

I have learnt many techniques and technologies in the construction of my product. I have learnt many different camera shots and angles which help

contribute to the reflection of the emotion being portrayed in the film. I have also learnt that the style, pace and juxtaposition of editing creates a mood for

the film and helps reflect the genre of the film.

Match-on-action

Cross-cutting

Close-up shot

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 realised the importance of time management and that it is vital to spend time on editing outside of lesson time. I also learnt that a wider range of camera shots and angles is more effective in representing the mood of the film, than the very few I used in my preliminary task.