Stephanie Zantiras Research and Planning Powerpoint

7/31/2019 Stephanie Zantiras Research and Planning Powerpoint

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MEDIA COURSEWORK RESEARCH & PLANNING

Name: Stephanie Zantiras

Candidate Number: 2024


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PRIMARY RESEARCH - QUESTIONNAIRE

1. What is your gender?

Female Male(circle as appropriate)

2. What is your age?

12 to 18

19 to 25

25+

(circle as appropriate)

3. What is your favourite film genre?

_____________________________________________________

4. What would you expect to see in a romantic comedy?

Realistic Settings

Funny Situations

Rivalry

Friendship

Romance

Feel Good Music


5. Do you think that Rom Coms shown in the media

influence peoples behaviour?

Yes No


6. What is your favourite Rom Com film?_____________________________________________________

7. What gender would you prefer the protagonist to be?

Female Male(circle as appropriate)

8. How do you prefer a film to end?

Protagonist Wins

Antagonist Wins

Cliffhanger


9. Does the actor choice influence you when deciding whether

or not to watch a film?

Yes No


10. How often do you visit the cinema?

Once A Week

Once A Month

Once Every 6 Months


11. How important are the first ten minutes of a film to you?

Very Important

Important

Somewhat Important

Not Important


This is the questionnaire we created and will ask people to fill in so we can gain information that will be helpful to us when

making decisions regarding the creation of our media product.


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PRIMARY RESEARCH EXAMPLE OF QUESTIONNAIRE

This is the an example of one of the twelve questionnaires that has been completed, and we will now use this along with the

rest of the a

nswered questionnaires to get information that will help when making decisions about our opening sequence.


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PRIMARY RESEARCH QUESTIONNAIRE ANALYSIS

Graph 1 shows that three quarters of the people who filled out

the questionnaire were female and one quarter were male (nine

females, three males). This is good because it is probably more

important to find out the opinions of females, as romantic

comedies are stereotypically watched more by women. It is

likely that this stereotype comes from the idea that the romance

topic appeals to women more than men, and they therefore use

romantic comedy films as a form of escapism and personalentertainment (uses and gratification theory). This graph also

helps to identify our target audience as women. This information

helps us with our coursework because it tells us that the people

likely to watch our opening sequence are women so we can base

the likelihood of its success on how much it would appeal to a

female audience.

1. What is your gender?

Male

Female

2. What is your age?

12 to 18

19 to 25

25+

Graph 2 shows that three quarters of the people who filled out

the questionnaire were teenagers aged between 12 and 18 (nine

people). This enables the identification of our target audience,

which is young people. The certificate of our film is 12, therefore

anyone below the age of 12 shouldnt really be watching our

opening sequence. The reason for this certification is that topics

in romantic comedies are too mature for young children (e.g.

love, sexual relationships) and may influence them (hypodermicneedle theory). Of the rest of the people who filled out the

questionnaire, two were between 19 and 25, and one was over

the age of 25. As these people are still of fairly young ages, some

of them may fall into our target audience, so it is useful to gain

information on their opinions of romantic comedies, as well as

information from people that we are directly targeting.


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Graph 3 shows that almost half the people we interviewed prefer romance, 1/3 of them prefer comedy, and 1/4 of them

prefer horror. Using this information, we have decided to base our coursework on the romantic comedy genre, as this is

what the majority of our target audience likes. This Information helps us with our coursework because it allows us to create

our opening sequence knowing that comedy (a convention typical of a romantic comedy film) is well liked, as well as

romance being a liked film genre, suggesting that our media product will be successful.

0 1 2 3 4 5 6

Horror

Romance

Comedy

3. What is your favourite film genre?


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Graph 4 shows that all people expect to see funny situations and romance in a romantic

comedy, which is obvious because these attributes define a Rom Com film. Most people

expect feel good music and friendship. This is probably because the mood of a romanticcomedy is cheerful, friendly and upbeat, and the audience expects a certain mood from a

Rom Com film which makes them happy; the audience therefore uses romantic comedies to

make themselves feel good (uses and gratification theory). Some expect rivalry and realistic

settings, probably because these are aspects of real life that could be adopted into romantic

comedies. It is likely that people expect all of the above conventions because of the

stereotypical contents of a romantic comedy which are planted in their minds and they

therefore expect the same conventions in all other romantic comedies (hypodermic needle

theory). This Information helps us with our coursework because it gives us examples of

what we could include in our media product in order to make it a successful representation

of the opening sequence of a romantic comedy.

4. What would

you expect to see

in a romantic

comedy?

Realistic Settings

Funny Situations

Rivalry

Friendship

Romance

Feel Good Music


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Graph 5 shows that half of the people who filled out the

questionnaire believe that romantic comedies influence people,

and half do not. This does not particularly help us as there areequal results for each condition. This information allows the

assumption that in general there are two different types of

behaviour adopted by people when they see films, and these

two categories are approximately equal: some people can be

applied to the uses and gratification theory, whereby people go

to see films because they want entertainment, and they use

films as a form of escapism from reality, but they are not

influenced by the situations, themes, characters or ideas

represented in the films they see; some people can be applied to

the hypodermic needle theory, whereby when they go to see

films for whatever reason, the topics on which the film is based

and some of the ideas that are presented in the film can

influence people by changing their opinion on that specific idea,

whatever it may be. This Information helps us with our

coursework because it makes us aware of the fact that we

neednt worry too much about whether the ideas in our media

product will influence people, because there arent that many

easily influenced audience members.

0

1

2

3

4

5

6

7

Yes No

5. Do you think that Rom Com's

shown in the media influences

peoples behaviour?


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Graph 6 shows a selection of romantic comedy films that people like and have therefore chosen as their favourite Rom Com. Some

of these films are a few years old, such as 10 Things I Hate About You made in 1999, American Pie made in 1999, which means that

these films are memorable for being good romantic comedies, and are still favourites years after their creation. These kind of fi lms

are definitely films to admire, as they have been incredibly successful. This information is good because it shows us what kind of

films are well liked, and recognised as the most successful Rom Com films. These films are probably considered the best romantic

comedies because they contain typical aspects of a Rom Com that people have been taught to associate with all romantic comedy

films (hypodermic needle theory). This Information helps us with our coursework because it gives us an idea of what our mediaproduct should resemble in order to be successful, and what kind of films we should look at and aspire to create. This information is

also useful because it can be used to improve the quality of our opening sequence: we can watch some of these films and learn the

general structure, characterisation and ideas, which will make it easier for use to make our media product because we will have lots

of films on which we can base our own.

6. What is your favourite 'Rom Com' film?

500 Days Of SummerValentines DayThe Change Up13 Going On 3010 Things I Hate About YouThe ProposalPS. I Love YouBride WarsNo Strings AttachedHow To Lose A Guy In 10 DaysAmerican PieNew Years Eve


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Graph 7 shows that half of the people who filled out the

questionnaire would prefer the protagonist to be male; this

could be for personal reasons (e.g. visually appealingprotagonist, protagonist to whom one can relate), meaning

the uses and gratification theory can be applied to them as

they are an active audience. This could also be due to the fact

that most films they have seen contain a male protagonist, so

they feel that this would be more appropriate based on what

they have already seen (hypodermic needle theory). The

other half of the people who filled out the questionnaire

either didnt mind the gender of the protagonist, or preferred

a female protagonist. This Information helps us with our

coursework because we know what people prefer, so we cancreate our opening sequence with certain attributes based on

what our target audience wants.

0 1 2 3 4 5 6 7

Male

Female

Either

7. What gender would you prefer the protagonist to be?


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Graph 8 shows that actor choice is a key part of most peoples decision making: 10 of the 12 people who filled out the

questionnaire say that they are heavily influenced by actors in a film when choosing whether or not to see it. This is

probably because they have a selection of actors that are their favourites, and they like films because one of those actors

are in it/they see films to satisfy them wanting to see a film with one of their favourite actors in it (uses and gratification

theory). This Information helps us with our coursework because, although we cannot cast famous actors in our opening

sequence, we can cast people that are talented actors, as this is likely to appeal to the audience, perhaps not as much as

the audience members favourite actors, but it will hopefully appeal to them enough for them to like it.

0 2 4 6 8 10 12

Yes

8. Does the actor choice influence you when deciding whether or not to watch a

film?

Once A Week

Once A Month

Once Every 6 Months

0 1 2 3 4 5 6 7 8 9 10

9. How often do you visit the cinema?

Once A Week

Once A Month

Once Every 6 Months

Graph 9 shows that most of the people who filled out the questionnaire visit the cinema approximately once a month

(nine people). This may be due to several reasons, such as they dont have time to go more frequently, they cannot afford

to go more frequently, or there arent any more films that they would want to see. This Information doesnt really help us

with our coursework because there are no alterations we can make to our coursework based on this information. It is

however useful to know how often people visit the cinema, as it suggests a reason that people go to the cinema: every so

often, people want to escape from reality and seek a form of entertainment that can help them do so. One of the ways in

which they can do this is by going to the cinema, and using a media product like a film to temporarily distract them from

reality (uses and gratification theory).


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Graph 10 shows that three quarters of the people who filled out the questionnaire (nine people)

would prefer it if the protagonist won at the end of a film. This is probably to satisfy the expectations

they have gained from previous romantic comedy films (hypodermic needle theory). Some people

did however want other outcomes (antagonists victory or cliffhanger), however these outcomes are

preferred by the minority of the people who filled out the questionnaire, and we need to please the

majority of our target audience. This information is good because usually in romantic comedies the

protagonist wins, so we want our film to end with the protagonist winning so it is a good

representation of a romantic comedy. This is also good because our target audience wants the same

thing to happen. This Information helps us with our coursework because, although we will not be

creating the end scene of our film, just the opening sequence, we can still write our movie with theoutcome of the protagonist winning, which will satisfy most members of our target audience. Also,

as we are making the opening sequence of a film, we will be introducing the characters to the

audience, and it is important that the audience like the protagonist in order to want them to win.

10. How do you prefer a film to end?

Protagonist Wins

Antagonist Wins

Cliffhanger


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Graph 11 shows us that, to most people, the first ten minutes of a film are very important. This is probably

because it gives a general idea about the rest of the film and how good it will be/what it will be like. People

probably rely on the first couple of scenes of a film to determine whether they will continue to watch the film or

not. This Information helps us with our coursework, and is probably the most helpful set of results, because it is

aimed specifically at the opening of a film, and the media product that we are creating is an opening sequence.

Therefore, this information shows us that it is essential that our opening sequence is interesting, amusing, and

makes the audience want to carry on watching the film.

01234567

Very Important Important Somewhat Important Not Important

11. How important are the first ten minutes of a film to you?


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The following 10 directors are the top 10 film directors of the romantic comedy genre. These are all good directors

because they have grasped the idea of what makes a good romantic comedy film and in doing so have become some of the

best directors of that genre by creating some of the best romantic comedy films, as recognised by people who carried out

our questionnaire. The techniques used in most of these films are all similar. Shots between two people are close ups tomake them seem more personal. Also, establishing shots are used at the opening of most scenes within these films to

establish the mise en scene as a typical location of a romantic comedy e.g. a school, house, workplace, restaurant. We will

use the information on these directors and these films to get ideas and inspiration for our coursework in terms of what

shots to use, what lighting to use, and the type of music to add to our sequence.

The films highlighted in RED are the favourite romantic comedy films of the people who filled out our questionnaire.

1. Garry Marshall

Born November 13th 1934

From New York

Pretty Woman (1990)

Runaway Bride (1999)

The Princess Diaries (2001)

Valentines Day (2010)

New Years Eve (2011)

Source of Information

2. Richard LaGravenese

Born October 30th 1959

From New York

Living Out Loud(1998)

PS. I Love You (2007)


3. Gil Junger


From New York

10 Things I Hate About You (1999)

My Fake Fianc (2009)

Beauty & The Briefcase (2010)


4. Donald Petrie

Born April 2nd 1954

From New York

The Favour (1994)

How To Lose A Guy in 10 Days (2003)

Just My Luck (2006)

Driving Aphrodite (2009)


SECONDARY RESEARCH TOP 10 DIRECTORS
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SECONDARY RESEARCH TOP 10 DIRECTORS5. Ivan Reitman

Born October 27th 1946

From Slovakia Legal Eagles (1986)

Fathers Day (1997)

My Super Ex-Girlfriend (2006)

No Strings Attached (2011)


6. Paul Weitz


From New York

American Pie (1999)

Down To Earth (2001)

About A Boy (2002)

In Good Company (2004)

Little Fockers (2010)


7. Marc Webb

Born August 31st1974

From Indiana

500 Days of Summer (2009)


8. Gary Winick

Born March 31st1961

From New York Tadpole (2000)

13 Going On 30 (2004)

Bride Wars (2009)

Letters To Juliet (2010)


9. David Dobkin

Born June 23rd 1969

From Washington

Wedding Crashers (2005)

Mr. Woodcock (2007)

The Change-Up (2011)


10. Anne Fletcher

Born May 1st1966

From Michigan

27 Dresses (2008)

The Proposal (2009)

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SECONDARY RESEARCH GENRE GRID 1

FILM 500 Days of Summer

DIRECTOR Marc Webb

RELEASE

DATE

2nd September 2009

GENRE Comedy, Romance, Drama

ACTORS &

CHARACTERS

Joseph Gordon-Levitt as Tom, Zooey Deschanel as Summer, Chloe Moretz as

Rachel, Geoffrey Arend as McKenzie, and Matthew Gray Gulber as Paul.PLOT

SUMMARY

Tom has a new assistant, Summer, and as they spend more time together they

get closer. Then a series of disagreements, arguments and a betrayal on

Summers part drives them apart. In the end, they talk over their relationship

and go their separate ways. Summer gets married and Tom meets a new girl,

Autumn.

LOCATION Set in Los Angeles. Buildings involved in the film include the Los Angeles Music

Centre, the towers of California Plaza, the Fine Arts Building, and the BradburyBuilding.

COSTUMES American attire. For the men: suits, ties, sweater vests, blazers, t-shirts, and

jeans. For the women: dresses, skirts, shorts, blouses, and shirts.


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FILM Valentines Day

DIRECTOR Garry Marshall

RELEASE

DATE

12th February 2010

GENRE Comedy, Romance

ACTORS &

CHARACTERS

Jessica Alba as Morley, Jessica Biel as Kara, Bradley Cooper, as Holden, Kathy

Bates as Susan, Jamie Foxx as Kelvin, Jennifer Garner as Julia.PLOT

SUMMARY

More than a dozen Americans navigate Valentine's Day from early morning

until midnight. Three couples awake together, but each relationship will

sputter; A grade-school boy wants flowers for his first true love; two strangers

meet on a plane; and, an "I Hate Valentine's Day" dinner beckons the lonely.

LOCATION Set in Los Angeles. Filmed in various areas: Beverly Hills, Burbank, Los Angeles,

Malibu, Marina del Rey, Santa Monica, The Bistro Garden (12950 Ventura

Boulevard), University High School (11800 Texas Avenue), all in Los Angeles,California, USA.

COSTUMES Typical modern American clothing; depending on profession, the men wear

either casual clothes (jeans, t-shirts, jumpers, jackets) or formal clothes (suits,

shirts, ties, smart trousers). The women wear the same casual clothes like jeans

and t-shirts, however at some points in the film they wear formal dresses.


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FILM Bridesmaids

DIRECTOR Paul Feig

RELEASE

DATE

24th June 2011


ACTORS &

CHARACTERS

Kristen Wiig as Annie, Maya Rudolph as Lillian, Rose Byrne as Helen, Melissa

McCarthy as Megan, Ellie Kemper as Becca, Wendi McLendon-Covey as Rita.PLOT

SUMMARY

Annie is a maid of honour whose life unravels as she leads her best friend,

Lillian, and a group of colourful bridesmaids on a wild ride down the road to

matrimony. Annie's life is a mess. But when she finds out her lifetime best

friend is engaged, she simply must serve as Lillian's maid of honour. Though

lovelorn and broke, Annie bluffs her way through the expensive and bizarre

rituals. With one chance to get it perfect, she'll show Lillian and her

bridesmaids just how far you'll go for someone you love.

LOCATION Set in Los Angeles. Filmed in Bayview, Milwaukee, Wisconsin, Chicago.

Buildings involved are the Los Angeles County Arboretum and Botanic Garden.

COSTUMES Typical modern American clothing (jeans, t-shirts, jumpers, jackets) mostly. At

the wedding, the women wear formal dresses and the men wear suits.


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FILM Friends With Benefits

DIRECTOR Will Gluck

RELEASE

DATE

9th September 2011


ACTORS &

CHARACTERS

Justin Timberlake as Dylan, Mila Kunis as Jamie, Patricia Clarkson as Lorna,

Jenna Elfman as Annie, Woody Harrelson as Tommy.PLOT

SUMMARY

Jamie is a New York head-hunter trying to sign Los Angeles-based Dylan for her

client. When he takes the job and makes the move, they quickly become friends.

Their friendship turns into a friendship with benefits, but with Jamie's

emotionally damaged past and Dylan's history of being emotionally unavailable,

they have to try to not fall for each other the way Hollywood romantic comedies

dictate.

LOCATION Set in Los Angeles. Filmed partly in Los Angeles and Partly in Manhattan(Midtown and Central Park,) New York.

COSTUMES Typical modern American casual clothing, such as jeans, t-shirts, jumpers,

jackets.


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SECONDARY RESEARCH TEXTUAL ANALYSIS

The Ugly Truth opens with of several high angle

and aerial shots that crab right or forwards to

indicate the movement and pace of the lives of the

people in this location. It is probable that some of

these shots were filmed using a crane. These shots

are also establishing shots of the location. The last

of these shots starts as an aerial shot but tilts

upwards to become a high angle long shot. In

editing a fade in is added to open the film, as are

the visual effects of text on the screen which

Title: The Ugly Truth

Extract: 10 minute opening sequence

Release Date: 5th August 2009

Director: Robert Luketic

Actors: Katherine Heigl, Gerard Butler

Writer: Nicole Eastman

introduce the title and the main cast and crew of the film. The film also opens with non diegetic music which acts as a

sound bridge between the opening shots; this music is part of the films soundtrack. It is also an upbeat, well known pop

song, which sets the mood of the film as fun and cheerful, which is appropriate for a romantic comedy.

The first scene opens with mid shots of a woman (one from a high angle and one from eye level) that are also establishing

shots of her location. These are to introduce her character as the female protagonist, and to establish her costume and

make-up which are appropriate to the romantic comedy genre.

The next shot has ongoing sound: the volume of the non diegetic sound which has been playing over the shots and has

been a sound bridge between all the shots is lowered gradually until it stops, to allow for the diegetic sound of the

dialogue (synchronous sound) between characters. is a one and a half minute long take in which there are no cuts. The

camera follows the female protagonist on a dolly. The camera also tracks in and out to improve the framing of the shot and

show other characters, but the focal point is always the woman. In terms of the mise en scene, this long take shows the

set design of the scene, and the costume and make-up of the actors which are appropriate to the environment: actors

dressed in suits and other formalwear to match the office environment in which they are. During this long take there are


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SECONDARY RESEARCH TEXTUAL ANALYSISsome arc shots which circulate around protagonists.

The camera tracks in and out to create two shots and

mid shots of the characters; it also moves on the dollyto become over the shoulder shots and point of view

shots at times. Continuity editing is used throughout

this scene, to show the pace of the working

environment and also to enable the creation of an

ellipsis in post production. Direct address is used in

this dialogue and the mode of address is professional.

Other sound in this scene is ambient sound of people

talking and phones ringing, which help to set the office environment. For the mise en scene, there are office props e.g. pens,

laptops, folders, telephones etc, and the lighting is bright, all of which are typical of the office environment. These attributescollectively make the studio look as much as an office workplace as possible.

There is a jump cut to the next scene, which opens with an establishing shot of the workplace location which crabs

diagonally right and down to show the characters. There is then diegetic dialogue which is synchronous sound between the

sound and the on screen image. In post production the sound effects of stings have been added over this dialogue to create a

tense, awkward mood.

There is another jump cut to the next scene, which is made

up of mid shots and over the shoulder shots of the female

protagonist and a male protagonist having a conversation

(dialogue, synchronous sound). A reverse shallow depth of

field is used in order to blur out the person whos back is to

the screen. Again, direct address is used here and there is

synchronous sound. This short scene closes with another

jump cut. There is low volume ambient sound of talking and

phones ringing, which keep the office environment obvious.


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SECONDARY RESEARCH TEXTUAL ANALYSISThe next scene is a long take which starts as a reverse angle long

shot, but tracks in gradually to become a reverse angle mid shot.

This long take shot is also a two shot of the female protagonist and

another female character. The mise en scene of this short scene isshown in the shot; the women are in a bathroom, one is wearing

smarter work wear than the other, suggesting they are of a higher

status. There is ambient sound of another woman leaving the

bathroom and closing the door in this scene. The only other sound

in this scene is the dialogue between the women.

The next scene opens with a tracking in long shot of the female

protagonist. The studio is a restaurant, and the lighting is low tosuggest a romantic setting. The costume and make-up of the

characters also suggests this, as the woman is wearing a dress and

the man she meets with is wearing a suit. This scene is made up of

two shots of the man and woman which are also establishing shots

that show they are seated, and mid shots of them, and some at a

table in a restaurant. For the mid shots, a slightly higher angle is

used for the woman, to show her inferiority to the man. There are

also a few over the shoulder shots to enforce the fact that they are

having a conversation. A reverse shallow depth of field is used hereto blur out the person whos back is to the camera, and to make the

person facing the camera the focus of the shot. The sound in the

scene is dialogue which is diegetic and synchronous sound

between the man and woman, and there is also ambient sound

from the other people in the restaurant talking. Collectively, these

shots and mise en scene create a typically romantic setting.


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SECONDARY RESEARCH TEXTUAL ANALYSISThe next scene opens with a high angle long shot

which crabs forwards, and an eye level long shot

which crabs left, both of which show the womanwalking into her house and act as establishing shots

of her location. There is then a close up the first

close up of the film (to show her importance) to

show her facial expression. There is the non diegetic

sound of music in this scene which sets the calm,

disappointed mood. There is also diegetic sound of

the cats meow and ambient sound of the television in

the background. In editing, an insert of a close up of

the remote control is added to show the cat steppingon it and changing the TV channel. This shot was

added in post production to show its importance.

There are then point of view shots (from the womans

point of view) of the TV. This has been edited to be

shown as the womans eye line match. There is then

mid shots of the man on TV and the woman who has

called the man on TV, and there is diegetic sound of

dialogue between them. The end of this scene jump

cuts to the next.

Structurally, these scenes are all short and consecutively only take up approximately the first ten minutes of the film. This is

an ellipsis created in editing, and it has been done to show the fast pace of the protagonists lives. Also, these scenes have

introduced most of the films protagonists, and set the scene in terms of the several most important locations in the film

(protagonists home and workplace). This is important because the audience is likely to have formed their opinion of the film

by now, so these introductory scenes need to act as a representation for what the rest of the film will be like. These scenes

imply that the film will include romance, funny situations, realistic settings, feel good music, friendships and possibly rivalry

(all of which were included in our questionnaire).


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GROUP EVALUATION

PRIMARY RESEARCH

We created a questionnaire in order to find out information about what people look for in films and what they like aboutfilms. More specifically, we asked them about: types of films they like, what they expect in films of certain genres, if they

believe films influence peoples behaviour, what their favourite films are, how they prefer a film to end, if the actors in a

particular film are contributing factors to them choosing to see the film, how often they visit the cinema, and how important

the first few scenes of a film are to them when deciding if they will watch the rest of the film or not. Of the twelve people

who filled in our questionnaire, three quarters were female and three quarters were between the ages of 12 and 18. This

was intentional, as we decided to aim our opening sequence at teenagers because, as teenagers ourselves, we can

instinctively raise ideas that we think teenagers would like.

From the questionnaires, we found out lots of information that led to some of the decisions we made with regard to ourcoursework. For example, the most liked genres were firstly romance and secondly comedy, therefore we have decided to

make our sequence the hybrid genre, romantic comedy. In our opening sequence, we will include realistic settings, funny

situations, some rivalry, friendships, romance and feel good music, as these are the conventions that members of our target

audience think should be in a romantic comedy film. In doing this, we will be meeting our audiences expectations.

We asked people if they thought romantic comedies influence people, and half of them said yes and half said no. This

information is not something we can take into account when making decisions for our work, as the answers were equal for

both conditions. We also asked people what their favourite romantic comedy film is, and this question was not multiplechoice, therefore it gave a chance to write down any film from a wide variety of films. This question gave us 12 different

films, which is beneficial for us because we now have a selection of films from which we can take inspiration with regard to

many different aspects of our opening sequence: locations, props, mise en scene, camera shots, and camera angles. If we

watch some of the films people liked, then we will be more likely to create an opening sequence with the conventions in

these films, and thus please our audience.

Half of the people we interviewed said they preferred a male protagonist, and the other half said they prefer female or they

dont mind. We will have three protagonists; one female and two males; this is therefore us satisfying our audience...


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GROUP EVALUATION...because we are taking into account the fact that most prefer male protagonists by making two of the protagonists male,

and the same with the female protagonists; those who dont mind the gender of the protagonists will also be satisfied

because we will have both gender protagonists in our opening sequence.

Lots of people we interviewed said the first 10 minutes of a film is important when they are deciding if they are going to

watch the rest of the film or not. From this information, we will try our hardest to make sure our opening sequence is as

good as it can be, as our opening sequence would contribute to the viewers decision to watch the rest. If we take into

account all the typical conventions of a romantic comedy film and all the preferences of the people we interviewed, we are

likely to create a successful media product.

SECONDARY RESEARCH

I did some research into the top 10 directors of the romantic comedy genre. To find these directors, I looked at the films that

people considered the best romantic comedy films (from the questionnaire) and I found out who the directors of these films

were. I discovered that these directors had directed other successful romantic comedy films. This information is helpful to

me because I can now watch some of the films created by these directors to get ideas such as most used camera shots,

most used camera angles, types of shots used in certain locations, etc. that will help when creating the opening sequence.

I created 4 genre grids for 4 different films. 2 of these films are films that people favoured in the questionnaire, but 2 are

films that I personally believe are good romantic comedy films. I researched certain information about these films, such as

the characters, where they were filmed, the costumes, etc. From this information, I have gained an idea as to the typical

conventions of a romantic comedy film, and can use this information to help when making decisions about the opening

sequence we will create.

From my textual analysis, I have gained information that helps more specifically with camera shots, sound, editing and mise

en scene. I will use this information when creating the opening sequence, as the film I did the textual analysis on (The Ugly

Truth) is another popular and successful romantic comedy film.


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PRE PRODUCTION TREATMENT

Title:

Media Product: Opening Sequence

Running Time: Two Minutes

SYNOPSIS

BEGINNING Monique, a foreign student comes to London from France because her father was relocated by his company

and has therefore moved to London to work. Monique is a beautiful, attractive girl yet she is seemingly unaware of this. She

meets Chris and Rob, two prominent and mischievous students who go through a series of endeavours to charm Monique,

however she doesnt quite understand and is confused at every one of their hilariously failed attempts to do so.

MIDDLE Throughout the film, Chris and Rob set out to win Moniques heart, their friendship at stake as they compete with

each other to get her attention. To their frustration she is completely oblivious to their interest in her, partly due to her shy

and innocent nature, but also because of the language barrier between them. The middle of the film consists of laughable

attempts on the boys part to win Monique over.

END Moniques friend Jacqueline also moves over to London from France and begins to attend Ravens Secondary School

with Monique. Rob ends up liking Jacqueline, and surprisingly with a few awkward chat up lines, he manages to win her

over. Meanwhile, Chris finally manages to take things to a new level with Monique. Both guys get the girl, which is made

apparent by the end of the film to have been a prerequisite to them settling their friendship once and for all.


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CHARACTERS

Monique A 17 year old foreign student from France who comes over to London to study at Ravens Secondary School. She is

beautiful, elegant and attractive. Her innocent, polite and nave character is revealed through her encounters with students

and teachers at the school. She is oblivious to the attention she gets from students like Chris and Rob, and is totally focused

on studying. Regardless of her intentions at her new school, her good looks and sweet demeanour seems to have the

opposite effect on her popularity.

Chris A 17 year old, good looking boy who lives in London and attends Ravens Secondary School. Chris conforms to the

stereotype of a popular boy, he is inherently cocky, egotistical, arrogant and quite delusional as he sees himself aboveeveryone else, he contrasts to Rob in the sense that he gains status through bringing others down and singing his own

praise.

Rob A 17 year old boy who attends Ravens Secondary School, he is a good looking, confident boy, he is the stereotypical

heart throb of Ravens Secondary School, in comparison to Chris tries to act like the heart throb. Rob is laid back, and more

relaxed in situations which makes him conform to the stereotypical cool guy that every girl falls for.


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KEY SCENE ONE

The scene opens with photographic images of landmarks in central London and France to set the scene and perhaps plot to

an extent. The scene cuts to a close up of a car door opening but we only see what we assume is Moniques shoes stepping

out of the car. The scene then cuts to a over the shoulder shot of Moniques mum talking to her in French whilst handing

over a dictionary, there are also subtitles to translate French to English for the audience to understand. This further sets her

ethnicity as the audience identifies her heritage. Throughout this Moniques face is not revealed which sets a sense of

enigma and creates tension. The camera then cuts to a panning shot slowly from Moniques shoes upwards. This objectifies

her as a sex icon, which may appeal to a male audience as they may want to identify with her Uses & Gratification Theory.

The camera then cuts to a establishing shot from behind Monique of the students staring at her in awe. This creates further

tension as the audience is kept engaged to find out the reason as to why they are staring. The camera then cuts to arcshot/high angle creating a disoriented aura to the frame. At the same time it reveals her uncanny beauty effectively reaching

the climax point from the built up tension. This conforms to her feelings of vulnerability in a new school much larger than

the private school she had attended in France.

KEY SCENE TWO

The camera cuts to a close up/ low angle of the school bell ringing, the camera then cuts to a long shot/ establishing shot of

students in registration. The camera cuts to a long shot/mid shot of Teacher talking to the students from an angle with thedoor in sight. This enables Monique to enter the frame into the middle section of the rule of thirds with a reverse shallow

depth of field. The camera cuts to a two shot of the teacher introducing Monique. The camera then cuts to a point-of-view

panning shot of Monique scanning the class nervously as she walks to her seat. Behind her a close-up/mid-shot of Chris and

Rob sniggering about her which is the start of the competition sealed with a high five which dissolves into the next scene.


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KEY SCENE THREE

The scene opens with a mid shot of Monique getting her books out of her locker, the camera then cuts to a long shot of Chris

and Rob watching Monique, then the camera cuts to a mid shot of Rob telling Chris that he is going to approach Monique.

Chris *open mouthed* is not impressed that he is being left out and as soon as the camera cuts to a long shot/ mid shot

from behind of Rob walking away, the camera then cuts to a close up of Chris shaking his head and hastily following Rob.

The camera tracks Rob walking up to Monique and the camera cuts to a two shot of Rob casually posing against Monique's

locker then it cuts to an over the shoulder shot of Rob attempting to impress and talk to her. The camera then cuts to an over

the shoulder shot (rob) of Chris slamming his body against the lockers looking smug. The camera cuts to a close of Rob

glaring angrily at Chris in an attempt to make him leave which is mirrored by Chris in a close up of his face . There is a mid

shot of Monique innocently smiling and looking at each boy. The camera cuts back and forth quickly between Rob and Chrisas they keep throwing cutting comments at each other ( rhythmical editing) the camera then cuts to a mid shot of Monique

starting to back away, then quickly cuts to a long shot/establishing shot of her walking away. The camera then cuts to a two-

shot of the boys realizing Moniques departure and so the camera cuts to a point-of-view shot of the boys and a low angle

pan shot up her body sexually objectifying her. There is then a close up of the two boys faces in which they realize that she's

gone, they stop bickering immediately and the scene fades out with them getting up and chasing after her. Throughout this

scene there will be a shallow depth of field of students walking down the corridor while the main focus is Rob, Monique and

Chris, this connotes the significance of these three characters.


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KEY SCENE FOUR

The scene opens with a tracking shot of Monique approaching the stairs. The camera then cuts to Chris and Rob leaning up

against a wall, they are shown with a long shot allowing the audience to fully establish their attitude and persona. The

camera stays with them allowing younger students to walk in front of them (unnoticed). However when Monique enters the

frame the camera pans slightly to show her importance to the sequence. It follows her to the bottom of the stairs. The

camera then cuts back to Chris and Rob (rhythmical editing building up to chase). It cuts back to the same long shot of the

pair as they realise who has just walked past them. They proceed to chase. The camera then cuts to a mid shot showing the

stairs and corridor and pans slightly as they ascend up the first two steps. The camera then cuts to a low angle looking up

the stairs at floor level watching the boys frantically run up the stairs. As they reach halfway up the stairs the camera cuts to

a high angle finishing their ascent. The camera then pans, following them round the top of the stairs and through the doubledoors where they catch up with Monique. Camera cuts to a shallow depth of field, over the shoulder shot of the boys

approaching Monique from behind. They begin to have a conversation and through the duration of this the camera

alternates between mid shots and point-of-view shots, until the conversation is abruptly cut short by Monique. The camera

instantly cuts to a long shot of Monique walking off into the distance. As Monique approaches door in the corridor the

camera cuts to a long shot from the opposite direction of another male student opening the door for her (new character).

The long shot allows both Chris and Rob to be still in the frame. A reverse shallow depth of field is then created making the

boys the focus of the shot (Monique and friend blurred). The scene then fades to a blackout showing boys standing in shock.


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PRE PRODUCTION SCRIPTSCENE 1

EXTERNAL LOCATION ROAD/SUSSEX WAY

[Monique in the car speaking to her mother]

MONIQUE'S MOTHER: Dont forget your dictionary, AuRevoir.

MONIQUE: Merci Madre, Au Revoir!

VOICEOVER (MONIQUE): (in French) Have you ever felt like

you dont belong, like youve been placed in a position out of

your control. Is this my new life? Is this now were I belong?

SCENE 2

INTERNAL LOCATION CLASSROOM

[Monique enters classroom. Teacher Introducing

Monique to the class]

TEACHER: Class, we have a new student today please make

her feel welcome and no messing about! Especially you two

boys.

[Teacher looks at Chris and Rob a smile playing at the

corner of her lips]

TEACHER: Class, This is Monique, she has come from France,please take a seat in front of those two boys.

SCENE 3

INTERNAL LOCATION LOCKER ROOMS

[Rob and Chris approach Monique who is retrieving her

books from her locker]

ROB: Hello Mademoiselle.

CHRIS: Hola Senorita.

ROB: Dude thats not even French.

CHRIS: Shut up you moron! Coming from the one who got a

U in French.ROB: Ignore him, so its Monique right?

MONIQUE: (nods) Yes.

CHRIS: Rob your flies are undone!

ROB: Dude quit getting in my way.

CHRIS: You look like such a mug mate.

ROB: Speak for yourself senorita.

[Monique ducks under them and walks off]

SCENE 4

INTERNAL LOCATION YELLOW STAIRCASE

[The boys chase Monique up the stairs and talk to her]

ROB: Mademoiselle, where are you off to?

MONIQUE: Um...home

CHRIS: Why dont you come hang with us?

MONIQUE: (looks puzzled) hangs?

ROB: What he meant to say was would you care to join us

and get something to eat after school?

MONIQUE: I am okay thanks, I am just going to go home.

CHRIS: In that case can we grace you with our presence and

come with you (nudges rob and they begin to laugh)

MONIQUE: Its okay I am fine in my own company.

[Monique walks off]


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PRE PRODUCTION SCRIPT


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PRE PRODUCTION SCRIPT


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PRE PRODUCTION STORYBOARDThis storyboard shows the main shots which we will be shooting for every scene. These shots are the most prominent

and the most important shots, as they establish location/mise en scene, characters, props etc.


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PRE PRODUCTION STORYBOARD


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PRE PRODUCTION PRODUCTION SCHEDULE

DATE ACTIVITY LOCATION PERSONNEL EQUIPMENT CONTINGENCY

20th

February2012

Filmed

Scene 1

Outside

main gate

and outside

school

office

Crew Roxanna, Demi,

Stephanie, Sam. Actors Connor

Robinson (plays Chris), Tom

Bradbury (plays Rob), Joanna

Taylor (plays Monique), Ms

Mignano (plays Moniques

mother, extras (students)

Camera, Tripod

Storyboard , Scripts,

Microphone, Props

(costume, car,

dictionary)

Film a different scene (if location

unavailable)

Produce a soundtrack (if

actors/location unavailable)

20th

February

2012

Edited

Scene 1

Editing

Suite E21

Crew Roxanna, Demi,

Stephanie, Sam

iMovie, final cut, and

Garage Band

Produce soundtrack/film a

different scene (if crew

members/computer softwareunavailable)

22nd

February

2012

Edited

Scene 1

Editing

Suite E21

Crew Roxanna, Demi,

Stephanie, Sam

iMovie, final cut, and

Garage Band

Produce soundtrack (if crew

members/computer software

unavailable)

24th

February

2012

Filmed

Scene 2

Classroom

E51

Crew Roxanna, Demi,




Taylor (plays Monique)

Camera, Tripod,

Storyboard, Scripts,

Microphone,

Lighting, Props

(back pack)

Edit scene 1/produce soundtrack

(if location/actors unavailable)


unavailable)

24th

February

2012

Edited

Scene 2

Editing

Suite E21

Crew Roxanna, Demi,

Stephanie, Sam

iMovie, Final Cut

and Garage Band

Edit scene 1/produce

soundtrack/film a different scene

(if crew members unavailable)


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DATE ACTIVITY LOCATION PERSONNEL EQUIPMENT CONTINGENCY

25th

February

2012

Filmed

Scene 3

Locker

Rooms

Crew Roxanna, Demi,





Camera, Tripod,


Microphone,

Lighting, Props

Edit scene 1 or 2/produce

soundtrack (if actors/location

unavailable)


unavailable)

27th

February

2012

Filmed

Scene 4

Yellow

Staircase

Crew Roxanna, Demi,





Camera, Tripod,


Microphone,

Lighting, Props

Edit scene 1, 2 or 3/produce

soundtrack (if actors/location

unavailable)

27th

February

2012

Edited

Scene 2

Editing

Suite E21

Crew Roxanna, Demi,

Stephanie, Sam

iMovie, Final Cut

and Garage Band


soundtrack (if crew members

unavailable)

29th

February

2012

Edited

Scene 3

Editing

Suite E21

Crew Roxanna, Demi,

Stephanie, Sam

iMovie, Final Cut

and Garage Band



unavailable)

2nd March

2012

Edited

Scene 3

Editing

Suite E21

Crew Roxanna, Demi,

Stephanie, Sam

iMovie, Final Cut

and Garage Band

Edit scene 3 or 4/produce

soundtrack (if crew membersunavailable)

4th March

2012

Edited

Scene 4

Editing

Suite E21

Crew Roxanna, Demi,

Stephanie, Sam

iMovie, Final Cut

and Garage Band



unavailable)

7th March

2012

Produce

Soundtrack

Editing

Suite E21

Crew Roxanna, Demi,

Stephanie, Sam

iMovie, Final Cut

and Garage Band

Edit scene 4 (if crew members

unavailable)

PRE PRODUCTION PRODUCTION SCHEDULE


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PRE PRODUCTION CONTINGENCY PLAN

SCENE 1 Monique gets out of her mothers car and walks into the school.

LOCATION: we are planning to use the main gate, which is the main entrance into the school, and the small area which leads from the

main gate to the school office. If this location is unavailable, we will have to use the schools other gate, the east wing gate, and theoutside area there as an alternative.

ACTORS: we are planning to use the student Joanna Taylor, for Monique, and the teacher Ms. Mignano as her mother. If Joanna is

unavailable we will have to reschedule filming, as she is the protagonist and needs to be in the sequence. If Ms. Mignano is unavailable

we could either reschedule filming, or use another teacher, as she is only in this scene and gets little screen time. In this scene we are

also planning to use several other students as extras who will just be standing around and socialising with one another. If any of these

students are unavailable, it does not matter because they are only extras and we do not need to see their faces.

PROPS: we are planning to use Joannas car for Moniques mothers car. If this car is unavailable, we can use Ms Mignanos car, or thecar of another teacher, as this car will only be in this scene.

SCENE 2 Monique is introduced to the class by her teacher, Chris and Rob shown.

LOCATION: we are planning to use the E51 classroom. If this classroom is unavailable we will use E50, as it has a similar layout to E51.

ACTORS: we are planning to use Joanna for Monique, students Connor Robinson and Tom Bradbury for Chris and Rob. If these students

are unavailable we will have to reschedule filming, as they are protagonists and need to be in this scene. In this scene we are alsoplanning to use several other students as extras who will be sitting at the desks to make up the class. If some of these students are

unavailable, it does not matter as they are not protagonists, so we can use other students instead.

PROPS: we are not planning to use any props in particular for this scene, as none are necessary. There will be general classroom items

in E51 such as board pens etc, and our actors may choose to use these, however if they are unavailable it will not matter.


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PRE PRODUCTION CONTINGENCY PLAN

SCENE 3 Monique encounters Chris and Rob by her locker.

LOCATION: we are planning to use the locker room for this scene. If this room is unavailable, there is another locker room we can use.

ACTORS: we are planning to use Joanna, Connor and Tom for Monique, Chris and Rob respectively. If these people are unavailable we

will need to reschedule filming, as these actors play protagonists and therefore need to be in this scene. In this scene we are also

planning to use extras who will be socialising with each other, taking items out of their lockers etc. If any of these students are

unavailable it doesnt matter because they are only extras, and other students can be used as alternatives.

PROPS: we are planning to use a selection of books which Monique will take out of her locker while Chris and Rob talk to her. Which

books we use is not important, as it is likely that we will visit the library on the day and pick out a few textbooks.

SCENE 4 Chris and Rob talk to Monique before she walks off and encounters another guy.

LOCATION: we are planning to use the staircase at the front of the west wing, and the corridor at the top of this staircase that leads to

the bridge. If this location is unavailable we can use the staircase at the other end of the west wing, as its structure is the same, apart

from the direction of the corridor, however this difference is not important.

ACTORS: we are planning to use Joanna, Connor and Tom for Monique, Chris and Rob. If these people are unavailable we will need to

reschedule filming as these actors have played these characters throughout the sequence and therefore need to play them in this scene

as well. We are also planning to use another classmate for the student that Monique encounters at the end of the scene. As this is thefirst and only time this character is shown, it doesnt matter who the actor is. We are planning to use another male studentof the same

age as Chris and Rob for this character. In this scene we are also planning to use several other students as extras who will be passing

by, socialising, going to their lessons, etc. Their unavailability does not matter as they are only extras and can be replaced with other

students.

PROPS: we are not planning to use any props in this scene, as props are not important in this scene. We may use bags for some of the

students, to make the school setting more obvious and realistic.


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PRE PRODUCTION SET DESIGNThese are ideas of the locations in which we will be filming and whereabouts we will be filming from. We will use the same

camera to film the whole scene in the specific location. Camera shot 1 will film first, then be moved to where camera shot 2

is labelled and this will film second, then the camera will be moved to where camera shot 3 is labelled, and this will film

third, and this so on. There are no more than 4 shots on each set design, as these are only the most prominent shots.


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PRE PRODUCTION SET DESIGN


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PRE PRODUCTION RECCES FORM

Location for Scene 1

Description of the Location: Our first location will be at the main

entrance of the school. We will use the area outside the school gate and

the area inside the school, which is immediately through the school gate.

This location also includes some parking space on the road where the car

in our sequence will be located.

Purpose: This location will create the school environment that is

appropriate for our opening sequence.

Three points that make this location suitable for the purpose:

It will set the time of day as the girl will be getting dropped off and

walking into school so the viewer will learn that it is the morning. It will set the scene of the school as it will show the gates and the

children that attend the school will be in the background.

This location is available to us at any time and does not need to be

booked like a classroom would need to be for example.

Two points that might make this location unsuitable for your purpose:

There will be a lot of children coming into the school, which may

interrupt our filming.

The car in our sequence may get in the way of other cars driving

past/trying to get into the school.

What to be aware of at all times if we use this location: The teachers and

students that will be coming into the school and other cars that need the

parking space that we will be using.

Will you use this location?

Yes


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Description of the Location: Our third location will be the locker room. It

is situated in the school piazza, which is in the middle of all four wings of

the building. It is connected to the east wing of the school. It is a room

with lockers on all four walls and nothing else in the room.


appropriate for our opening sequence.


It will display the typical things that students do, such as getting books

out of their lockers.

It will make the school environment more realistic as it will includeprops e.g. Books

It gives us an extra location to film in as opposed to a classroom, which

gives the audience a better view of the overall school.


This room is in use at specific times in the day and is locked for the rest

of the day so may not be appropriate.

Current students use the lockers so we will need to use someone elses

locker, which could be seen as a invasion of their privacy.

What to be aware of at all times if we use this location: When the

caretaker is available to open the room for us to film and if a student will

give us permission to use their locker.


Yes


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Description of the Location: Our fourth location will be the corridor in

the west wing, the staircase next to it and a small area of the corridor

that leads to the school bridge. This location is situated at the front of the

west wing of the school.


appropriate for our opening sequence and show another area of the

school that has not been shown before.


It gives us a different area of the school in which to film, and this will

appeal to the viewer. It is a larger location so gives us an opportunity to shoot from different

angles.

It is a location that isnt used in lesson time, which gives us lots ofopportunities to film.


In between lessons this location is in use by most students and

teachers in the school.

As it is a fairly large location in comparison to the other locations the

viewer might get confused unless we show most parts of the location in

the shots.

What to be aware of at all times if we use this location: The times that

teachers and students will be using the staircase and corridors.


Yes


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PRE PRODUCTION RISK ASSESSMENT


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PRE PRODUCTION BOOKING FORM

Date Room/Equipment Signature

This is the form we will use when we need to borrow equipment from the media department for filming, such as a

camera, tripod, microphone, etc. This form will also be used to book rooms in which we are planning to film.


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Group members present: Roxanna, Demi, Sam, Stephanie

Date: 10th October 2011

Agenda: decide on genre of film, plot of film, possible characters, certification and key scenes. Start to write up treatment

Minutes of Meetings: content of treatment decided, treatment started

Targets: finish treatment

PRE PRODUCTION MEETING AND MINUTES


Date: 19th October 2011

Agenda: start pre production work, possibly do script/storyboard,

Minutes of Meetings: treatment completed, pre production work discussed

Targets: start some pre production work


Date: 5th December 2011

Agenda: work on pre production section of coursework

Minutes of Meetings: pre production section further discussed, some tasks started

Targets: continue pre production work


Date: 12th December 2011

Agenda: work on individual work (secondary research section)

Minutes of Meetings: individual work started

Targets: work on/possibly finish individual work


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Date: 1stFebruary 2012

Agenda: complete most pre production work

Minutes of Meetings: pre production work completed: treatment, script, storyboard, production schedule, contingency plan, set

design, recces forms, letters of permission Targets: finish as a group: risk assessment, booking form, meeting and minutes

PRE PRODUCTION MEETING AND MINUTES


Date: 6th February 2012

Agenda: finish pre production work

Minutes of Meetings: most pre production work completed

Targets: finalise group work: pre production section


Date: 8th February 2012

Agenda: finish group work

Minutes of Meetings: group work completed, created the group PPowerPointt presentation and distribute among group members

Targets: finish individual work, add to individual PowerPoint presentations


Date: 18th January 2012

Agenda: create and distribute questionnaire, continue pre production work

Minutes of Meetings: questionnaire created and distributed, results collected, some pre production work completed

Targets: individually write up analysis of questionnaire results, finish other individual work (secondary research section)


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PRE PRODUCTION LETTERS OF PERMISSION

Dear student,

The media A-Level students are filming for a sequence of which

would like to include you as an extra. It would be appreciated if

you could grant permission for your presence within the

sequence.

Many thanks, Roxanna Resali-Ahadi, Demi Michael, Stephanie

Zantiras, Sam Taylor

NAME: _______________________________________________

SIGNED:______________________________________________

DATE:__________________________________________________

Dear Mr Davis,

The media A-Level students are filming for a sequence for whichwe would like to use the classroom E51 in order to create theschool/classroom environment that we would like for our finalsequence. This classroom would be convenient and ideal to use

for our filming therefore we would like to ask you forpermission in order to film here.

Many thanks, Roxanna Resali-Ahadi, Demi Michael, StephanieZantiras, Sam Taylor

SIGNED:_______________________________________________

DATE:__________________________________________________

Dear Ms Mignano,

The media A-Level students are filming for a sequence in

which we would like you to act. You would only need to take

part in one scene and will only have a few lines. It would be very

helpful to us and would be much appreciated if you could do so.



SIGNED:_______________________________________________DATE:__________________________________________________

Dear Mrs Bressenot,

The media A-Level students are filming for a sequence for

which we would like you to record a voiceover for us. It would

be very helpful if you could do so and it would also be much

appreciated by the A-Level students.



SIGNED:_______________________________________________DATE:__________________________________________________

These are some of the permission letters we will give to people to ask for their permission to be associated with our opening

sequence, whether it be using an actor or a location.

Stephanie Zantiras Research and Planning Powerpoint

Documents

Transcript of Stephanie Zantiras Research and Planning Powerpoint