Developmental Stages

Poster One

Here is our first draft of our posters, after showing this to our class we recieved some feedback, we were told that:

-The poster needed more colour however still needed to convey a dark message.
-We were also told that we needed to add the tagline of the film on the poster.
-We were also told to add more colour into the title to make it stand out more.
-We needed to add the happy aspects of her life too.




After recieving this feedback we added some leave into the poster not only did this symbolise her happy side of life at the park this also added colour to the poster. In addition we included our tagline "Not all monsters live under your bed in white and finally we added some colour into the title we chose orange to match the colour of the leaves used.




Poster Two

After creating our first

Here is the first poster that was made for our film, we received some feedback from the class saying that the film looked like a boxing film or a book cover. We were also told that there needs to be more on the main character of the film.

Here is the 2nd draft of this poster:

In this poster was endeavoured to add the friendlier side of the story and we added in Lilly and her friends on the merry go around. Although we still seemed that this did not fully promote our film so we decided to reevaluate the themes with in our film. .

Poster Sketches
Here are some posters we sketched for inspiration when creating our final poster on Photoshop, here we were able to combine all our ideas into one and to see what all group members wanted our poster to look like visually.

Poster Sketch 1


Poster Sketch 2



Poster Sketch 3
Here is the poster idea I sketched :


As you can see all sketches combine similliar ideas and themes, for example loneliness and isolation of the character, they also include similliar elements such as the fist, tree and main character.

Here is a powerpoint we created after carrying out location recce on our possible locations, we were looking for postives and negatives of the location we were planning to use and any safety issues we may encounter.

Locationrecce 091006174752 Phpapp01

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Here is a editing log we created, the main aim of this was to record who edited and when, we also recorded what we had achieved and any problems we had encountered. This noticed the next person of what had been done and where they could pick up from, in addition from recording the problems the next editor would be notified of this, as they encounter the same problem or may be able resolve this.

4. How did you use new media technologies in the construction and research, planning and evaluation stages?

Media technologies with in the construction, research and planning of our film were deadly important. One major source of technology through out of our project was the Internet; this was mainly because we used the Internet helped us immensely. We used the Internet during our research scrapbook, for fonts and images related to our story for example we used google, ask jeeves and yahoo to research images of trees, doors and punches. We also used font websites such as Dafont.com to research handwriting fonts for our poster which could possibly match our title credits.

We also used the Internet in our magazine review so we could research the language layout, writ ting style used with in a certain style of film magazine review. We could also find a basic list of what a magazine review consists of and you could check out the website for the specific information on the magazine.

Our blogs were a major help when it came to feedback as we were able to view the peoples work on the interactive projector and the whole class could get feedback on different task and we could compare our ancillary tasks to others.

Other than the above, premier our editing software was also hugely important as with out this we would not be able to edit our film. Premier was important as it helped us make our film flow through transitions and we were able to add different effects on our film.

The still cameras were also important as we were able to take snap shots for our location recces which allowed us to check out our the postives and negatives of locations used.

The wildshield system was also deadly important as we were able to record sound for our film and the camera we used were important with out the camera and windshield system there will be no film.

What have you learnt from your audience feedback?

The main thing I have learnt is that the audience is always right. From the very start of this media project that audience has helped the film progress so much. it’s important to get audience feedback as they are the ones watching the film and that constructive criticism changes the way they in which the audience views the film. From the planning stages of our I am glad we started receiving feedback from the audience. It all started with the pitch, our initial pitch was of a story of a serial killer who was now on his death bed and wanted to confess his sins, through our pitch feedback we were convinced that the story had many faults which we did not see, thankfully we were able to see this and the audience feedback lead to a huge meeting on whether our initial idea was causable, eventually we changed our idea to what is now Monster. After our first draft of our storyboard we showed it to our class for some audience feedback and we learnt that our film was to continuous with in the same shots we was then introduced to cut away shots we realised that by using simple cut away shots that the audience was more secure as they were able to see what all the characters were doing with in the scene, one prime example of this with in our film is the cut away shots of the girls walking to classroom and the shots of the class room. In addition from feedback we were told we needed to use more cinematography with in film, we learnt that cinematography makes the films more interesting for the audience. From this we added more shots using cinematography such as when Lilly and her friends are laying in the grass and a shot is taken from above. We realised that by doing a few more shots like this the story was more moving and this really heightened the friendship with Zoe and Emily but also highlighted her isolation with in the plot. The next thing we received feedback on was our editing, firstly we had to create an assembly edit in of our whole five minute long film. After creating an assembly edit we had to show students in our class and our teacher on whether they thought the film worked well together. As the assembly edit was a rough edit of what shots we would be using this was vital as we were able to see whether the audience liked the type of shots we were using and whether many seemed to long, from this we realised whether the shots used evoked the emotions we wanted them to convey. From this feedback we changed several lengths of shots simply because they were too long or short and they did not convey to the meaning that was originally intended. Furthermore we took out shots that seemed irrelevant such as a handheld camera shot that starts in front of the character and was panned into an over the shoulder shot because from our audience feedback we were told the shot did not have the same pace as the other shots used with in our sequence and were told the shot looked uneasy and irrelevant. After our assembly edit we continued with editing our scenes and after each one completed we decided to gather feedback, this would be easier than gathering feedback at the end of the finished film because they would be easier to correct here, from doing so we were able to correct or change any shots that did not fit in with our film. For our ancillary tasks feedback was essential especially when creating our film poster as the audience would be the ones seeing the poster which will entice them to watch the film, if this is not doing so the audience can tell us and we can make changes to the poster. Our first poster was a fist punching through paper from feedback we realised that the poster looked more like a book cover or from a fighting film, from this we realised that we need to re-evaluate the themes in our film and colour that connate the message with in our film, so feedback helped us improve the massively. Another task that was vital to receive feedback on was our title sequences when doing this we decided to receive two types of feedback, one type was before on any ideas for our title sequence and the other was after in which received feedback on how the title credits worked well with the film from this we could change them before the final deadline of the film. After the title credits we received feedback about our magazine review, this was important as we realised whether the magazine review fits in with total film magazine and found out what needed to be changed to make it fit in with the total film style.

What have you learnt from your audience feedback?

The main thing I have learnt is that the audience is always right. From the very start of this media project that audience has helped the film progress so much. it’s important to get audience feedback as they are the ones watching the film and that constructive criticism changes the way they in which the audience views the film. From the planning stages of our I am glad we started receiving feedback from the audience. It all started with the pitch, our initial pitch was of a story of a serial killer who was now on his death bed and wanted to confess his sins, through our pitch feedback we were convinced that the story had many faults which we did not see, thankfully we were able to see this and the audience feedback lead to a huge meeting on whether our initial idea was causable, eventually we changed our idea to what is now Monster. After our first draft of our storyboard we showed it to our class for some audience feedback and we learnt that our film was to continuous with in the same shots we was then introduced to cut away shots we realised that by using simple cut away shots that the audience was more secure as they were able to see what all the characters were doing with in the scene, one prime example of this with in our film is the cut away shots of the girls walking to classroom and the shots of the class room. In addition from feedback we were told we needed to use more cinematography with in film, we learnt that cinematography makes the films more interesting for the audience. From this we added more shots using cinematography such as when Lilly and her friends are laying in the grass and a shot is taken from above. We realised that by doing a few more shots like this the story was more moving and this really heightened the friendship with Zoe and Emily but also highlighted her isolation with in the plot. The next thing we received feedback on was our editing, firstly we had to create an assembly edit in of our whole five minute long film. After creating an assembly edit we had to show students in our class and our teacher on whether they thought the film worked well together. As the assembly edit was a rough edit of what shots we would be using this was vital as we were able to see whether the audience liked the type of shots we were using and whether many seemed to long, from this we realised whether the shots used evoked the emotions we wanted them to convey. From this feedback we changed several lengths of shots simply because they were too long or short and they did not convey to the meaning that was originally intended. Furthermore we took out shots that seemed irrelevant such as a handheld camera shot that starts in front of the character and was panned into an over the shoulder shot because from our audience feedback we were told the shot did not have the same pace as the other shots used with in our sequence and were told the shot looked uneasy and irrelevant. After our assembly edit we continued with editing our scenes and after each one completed we decided to gather feedback, this would be easier than gathering feedback at the end of the finished film because they would be easier to correct here, from doing so we were able to correct or change any shots that did not fit in with our film.