Types of lighting

Dusk or Dawn/Sunset Sunrises Lighting

In any situation where you have dying or little light, your normal readings are going to give you slow shutter speeds and wide apertures. This means using a tripod. If there is no visible sun, but a nice even glow, take a normal reading of the entire scene. When shooting into a setting or rising sun, I would also suggest using standard evaluative metering If we were to take a spot or center-weighted reading from the sun itself, we would end up with a beautiful, well exposed and dark orange/golden sun, framed by near darkness as the camera exposes for the sun only. The evaluative setting would take an overall average giving you much more chance of a well exposed sunset/sunrise with a slightly overexposed sun. With an evenly spread exposure, especially when shooting RAW, you can really enhance and improve the image to get it spot on. We could use this type of lighting at the start of the opening scene as it represents the morning and would show the audience it is starting with the day and shows how affecting the lighting is being used on the sun as it would engage the audience.

Low key lighting

Low-key lighting is a style of lighting for photography, film or television. It is a necessary element in creating a chiaroscuro effect. Traditional photographic lighting, three-point lighting uses a key light, a fill light, and a back light for illumination. Low-key lighting often uses only one key light, optionally controlled with a fill light or a simple reflector. Low key light accentuates the contours of an object by throwing areas into shade while a fill light or reflector may illuminate the shadow areas to control contrast. The relative strength of key-to-fill, known as the lighting ratio, can be measured using a light meter. Low key lighting has a higher lighting ratio, e.g. 8:1, than high-key lighting. The term "low key" is used in cinematography to refer to any scene with a high lighting ratio, especially if there is a predominance of shadowy areas. It tends to heighten the sense of alienation felt by the viewer, hence is commonly used in horror genres or suspense genres. We will be using this lighting often as our teen drama will involve alot of suspense and by using this type of lighting it will create enigma for the audience and keep them engaged throughout.

High-Key Lighting

High-key lighting is a style of lighting for film, television, or photography that aims to reduce the lighting ratio present in the scene. This was originally done partly for technological reasons, since early film and television did not deal well with high contrast ratios, but now is used to suggest an upbeat mood. It is often used in sitcoms and comedies. High-key lighting is usually quite homogeneous and free from dark shadows. The terminology comes from the key light (main light). The other noticeable feature of High Key images is the lack of contrast. In addition for the tone being bright, you will notice that it is almost even across the scene. This is achieved by carefully setting the lighting of the picture. More about that later. A third feature, that need closer attention to notice is the lack of shadows in the picture. The shadows cast by the model (or subject) are suppressed by lighting in the scene. We will be using this type of lighting in our production as this lighting is very bright and effective and it would engage the audience as well as it makes the characters more stand out as well.

Back Light

Take the picture as normal with "evaluative" metering leaving a well exposed background and underexposed or "silhouetted" subject. This is an effect that may suit the scene well, although you can lighten the subject in an editing program later. This will inevitably lead to the detail in the subject becoming grainy and deteriorated as you pull the details out.Take the image as above but use fill-in flash to lighten the subject. This way you get a perfectly exposed all round image.Instead of a flash, use a reflector to brighten the subject, very natural and effective. Lastolite make an excellent range of expandable circular reflectors.Use center-weighted or spot metering to take a reading from just the subject. This will expose the subject well but leave the background over exposed. We can use this lighting as this fits in with our genre as if we use this at the start we can use back lighting to introduce the characters and as by using this light you cannot see the characters face it will foreshadow something and would engage the audience on knowing who the character is.

Full frontal lighting

Whilst this is the most pleasing of all lighting for everyday subjects (i.e. the light source is behind the camera), and is the easiest to expose correctly, there are times when it can cause its own problems. Bright sunlight on a person can cause them to squint meaning facial lines and small eyes. Not very flattering. Unless you want the subject to wear sunglasses, you can use the backlighting technique above using a reflector or fill-in flash. If the subject is anything other than human, the standard evaluative metering is best with the sun behind to take an overall reading from the entire scene. Of course there are times when you want to play with the light, i.e. shooting into the sun which is beaming through the Eiffel Tower or similar subject, creating a fantastic and impressive silhouette. In this case, the camera will do a "digital squint" much like you would, and expose for the sun and the sky leaving the foreground darker. We could use this lighting in our production as this lighting makes the characters stand out and make them look more interesting to watch by showing their features more effectivly.

MEST 2; progress report; 21/12 - 24/12

Over the past few days i have managed to do a lot of research and develop on many more idea's also as a group we have discussed these ideas as a group on what we should do everyday and that was to do individual research and give back feedback to the group. On Friday me and the members of my group came up with survey that we think we should produce and give to some students. So one of my group member had the role to type up the questions and printed it out and gave us each 4 sheets and we then separately went and chose 4 different people from different age groups and gave them the questionnaires to fill in. All the questions that we had written on their was decided by me and my group members as these were the answers we wanted to find out from them so we can decide on this later. From the answers we have obtained from the students we all came together as one and we identified what teenagers preferred and from what we got as the answers we saw that we were right on track as we were also doing something similar and from knowing what they preferred it made it easier for us to do some changes. From the types of shows that teenagers watch the common one was pretty little liars and then i took that to consideration and then went and done some more research on the show and noted down why it is so popular. As for this we are trying to develop knowing more about different openings of title-sequences and from this we can insight on how ours may be and how we will develop ours like that.I also annalysed vampire diaries title sequence and from watching it i saw how much suspense it contained which keeps the audience entertained as it is a very popular show and it also contained a lot of action and enigma code which is something audiences like seeing and i took this into consideration and informed my group members about it and to watch it.

I also looked at the MEST2 brief and made some notes on exactly what i need to be doing for my coursework and for this is had to read the mark schemes and look specifically at the briefs making mt own notes and from this i took mains bit which i think are important to me and my group to look at and this will help us keep on track on our work and remind us on what we need to be doing. From making notes about the brief i learnt a lot and it helped me know what else i need to add and what our production should not contain. From reading that i have then looked at a few title sequences and annalysed them on my blog to give me a clear idea of what a popular title sequence contains; i looked at the title sequence of pretty little liars and vampire diaries, from watching pretty little liars i saw what it contained in just 43mins that made it so interesting and i saw how they used different types of camera angles and how they introduce their characters one by one and how they put the music together to engage the audience to make it look effective to watch. Also another thing i researched was OFCOM and this told me more about the pre-watershed concept and the rules of it which has helped me a lot in developing my ideas and this would be very beneficial for our group as we would have more knowledge about it and from the research we done we will be able to go back and look at it. I also took a few more pictures as i have looked at locations and put them on my blog and annalysed each one, i have then gone back to my group and discussed about the locations.

Furthermore i have also met up with one of my team member and so far we have started our power point that we will be presenting to our class about our idea,concept, location and target audience and what type of genre it is going to be, we have also discussed what we should name our teen drama and we had come up with a name and told our other two group members about it and asked them what they think of it however we are still planning on more things to do.

Aim; I will be continue to look at more videos of different camera angles and analyse them so i can have a clear idea of how each shot looks like, furthermore i will also continue to analyse images of diverse locations which i could then feed back to my group members and discuss them. I will also make another clear storyboard of our final idea that we are working on now and keep on analysing openings/title sequences and look at the settings, customers, and camera work followed by the lighting.

MEST 2; annalysing the opening title sequences;

I have been researching title sequences of different TV drama shows that are rated most watched and most popular and these are what i have found. I will be analysing each and every one of these openings of title sequences which could help me and my group with our production as i will be analysing the cinematography, sound, location, lighting, mis-en scene and etc. This could help me as these programs are very popular i would be able to see what makes them unique and what they contain that makes them stand out to the audience. I would then feedback to my group members telling them about this.

Pretty little liars;

Pretty little liars is a very popular teen drama show that is shown on the channel E4 this has inspired me and my group in many ways as we like the way the show has produced the opening title in a very unique way. As we want to build our production based on Teen-drama we also want it to revolve it most around suspense as suspense is something that always engages the audience and always makes them look forward into watching the program as it creates enigma and keeps them entertained to keep on watching the next episode. The reason i have chosen to look at pretty little liars is because i think this has a really engaging and interesting title-sequence which i think perhaps will give ma an idea as i when i viewed this is consists of a lot of tension in it and creates a lot of suspense and enigma to keep the audience watching it and i think this is very effective and could be taken to consideration. Moreover pretty little liars title sequence is consisted of merely a small story showing a dead person and four characters that foreshadows a story to the audience thinking what the story might be behind it. The four characters are the protagonists who look like they are going to resolve soothing or a drama and the clues lies within the lyrics.

Firstly the title sequence opens with an extreme-close up of a wide which is open widely and this represents the character who is dead. From her eyes we can see how she might be like with the make-up she has worn which must represent how her personality was and this shows her costume. From watching this part the audience can identify that the persons are is not moving as it zooms in to her eye it aids in showing that she is not alive and creates a sense of enigma code for the audience. Their is then a straight cut to show another close-up which shows the girl adding lip gloss to her lips very slowly and effectively which engages the audience into knowing more and this shows how pale it is and this is then significant as it is conveying some kind of message to its audience. There is also top-key lighting used which is effective as it makes the character look more glamorous as only the filter lights are used and this makes them stand out to the audience. However their is also high-key lighting used in this as their is a sense of shadows at the back of her which makes it look effective however light and dark is less pronounced. 

Their is then a fade cut showing a close-up of her feet showing to the audience that someone is putting it on her, which then represents she is dead as someone is dressing her up as we can see someone elses hands. This follows n to another close-up shot of her hair being curled and then someone applying nail vanish on her nails which represents she is dead once again. When this is shown their is an instantaneous transition from one shot to the next, as it's a title-sequence this engages the audience having fast shots of diverse images.

The title sequence also consists of having digetic sound which emphasises the characters emotions allowing the audience to feel the same way as the characters which represents how they are telling a story as the story lies in the lyrics "secret can you keep it" and this makes the characters in the title-sequence to be aware of the deep secret and through their body language and facial expressions it shows the audience feel an action code is happening from the way they are performing at the end and they also feel nervous for them. Also the way it shows the four main progtagonists it starts of with a establishing shot of them and this shows all the characters at once letting the audience annalyse how they look which includes how their body language is, how their facial expressions are and what each protagonist is wearing (costume) and from viewing this the audience is able to visualize their personality. It then takes a fade cut to one of the characters showing a close-up where it shows her facial expressions and this moreover tells most things about the character and when she puts her finger to her lips it shows their is a secret and she wants the audience to keep it. Their consists of a violin being played as the shot's are going continuously fast creating suspense, fear and tension for the audiences and indeed the characters. Enigma code and Action codes is Barthes theory which relates to the sound of the violin as enigma code is to do with narratives having mystery with unclear answers which leaves the audience  at the edge.

Vampire Diaries

  The music used in it is the stereotypical backing track for a crime drama production as it's quite dramatic and slow therefore going with the pace of a crime suspense drama production. The backing track for the title sequence is parallel sound which is effective. Also their is dialogue being pronounced over the slow track which get's the audience's attention keeping them engaged. Over the sound track these words are being foretold which could possible be significant foreshadowing something further on "Mystic Falls I was born here.This is my home, and mine, and mine.When this is said their is shot/reverse shots of the diverse characters so for instance one protagonist says 'mine' and the other says 'mine.' This is useful and good as it keeps the audience engaged also as it's a teen audience it would attain their attention too. And the line continues For centuries, supernatural creatures have lived among st us. Vampires, werewolves, doppelgangers, witches and even hybirds.' Each small line is said by the various of actors, again this is very useful as it keeps the audience engaged and entertained leaving them to discover a foreshadow of something which may occur in the future.

The shots are used very effective in this opening sequence, Firstly it starts with a close up with the screen name 'Vampire Diaries' the typography for this is very effective as it's in a way which is very dark and like in a vampire style connoting blood and darkness also pain and etc. as it fades out slowly and when this is happening it's a crime type background is related to a crime theme showing the vampires. it then fades into an over the shoulder shot of a man showing the point of view of the scene he is looking at making the audience feel what he is feeling. their is then a low angle shot a high building where suddenly the man jumps from the top building and this creates fear and suspense in the audience minds making them think he will die but then their is a tilt shot which comes down and shows that hes alive and then it takes a straight cut to a man where it shows a medium shot of him showing his facial expressions and from them it shows he is worried

Furthermore it keeps fading into different scenes showing different characters and representing them in different ways with their facial expressions and costumes also after that it suddenly takes a close-up of an vampire and it could put fear in minds and foreshadow a enigma code. Also on the guys face their is blood all over which connotes that he is an vampire and then it shows a wolf which mean they are binary opposition as hes a vampire. The opening sequence then keeps following showing other vampires to engages the audience to keep watching it by showing interesting and different types of shots to make it effective. Also their is also some scenes that are crime scenes where it shows a man stabbing someone and that shows this show isnt for children as it consists of violence and blood and it is suitable only for audience over 16+ to watch, the title sequence then ends with a women getting up which may foreshadow something. The audio begins with a rock song playing in the background this creates the certain mood for the audiences being parallel sounds and to give them a foreshadow on what the genre is about, both protagonists are sitting inside the car conversing they can still be heard of the music being playing representing the vitality of the conversation. 

Waterloo Road

Waterloo road is a British television drama series, the first broadcast in the United Kingdom on BBC one on 9 march 2006. This series focuses on the lives of the school's teachers and students, and confronts social issues such as extramarital affairs, abortion, divorce, child abuse and suicide. This series is set in a school (Waterloo road), which is fictional school for students aged 11-18 years. it is a teen drama genre series, this show is telecasted on BBC ONE and this is significant to the show as most teenagers and young adults are likely to watch BBC one as it is a well known channel. Furthermore this shows stars at 8.00pm which is the best time for the audience teenagers to watch as the viewers will be available at that time. Their are 8 series for this programme and this is one of the them. This is the title sequence of waterloo road that i will be analysing. 

I am focusing on this part as the title sequence. Firstly the title sequence starts with a high angle shot where it shows the whole view of the school's canteen giving the audience to be able to annalyse the location and be able to see the characters from the angle above making them want to see their faces as with that it takes a fading cut to the the protagonists face which is the main character and the head teacher of the school and their is a medium-shot used for this which is allowing the audience to identify her facial expressions and body language clearly and allowing them to be engaged and feel the sense of emotion. It then takes a straight cut straight away from a fast cut shot the audience are encouraged to see another actor which is the deputy head of the school in the series having a close-up of him to see the emotions and from his facial expressions the audience is able to see he looks angry and may foreshadow something furthermore heir consists of a shot/reverse shot to the same actor in the beginning and with the close-up it also gets the audience to feel more engaged into what has been taking place. 

Their is then a dissolved cut showing another two characters of the show and they use a medium shot to introduce them and with this shot it lets the audience to analyse what they are wearing (their costume) and their facial expressions and from their facial expressions the audience are able to connote that they are happy and nice teachers of the school. Their is also good use of props used in the background which connotes they are in the staff room as they are both holding a cup which denotes the location. Their is then another medium shot used to present the next character in the show and it lets the audience to be able to view the clothes and he looks quite smart from a B demographic however his facial expressions connote he is a grumpy teacher. From then on the audience are invited to see a wide-shot of the three actors whilst their talking as they can see each of the actors not just one cut off making it beneficial to the audience.

Ofcom research

Concerns about children's viewing vary amongst parents and carers. Most, however, agree that children under 10 are the most vulnerable and so in need of protection. A key period, however, for parental concern about media consumption in general is when children are aged between 10 and 14. These general concerns should be taken into account when applying rules 1.1 – 1.7 in this section. Viewers and listeners make a distinction between channels which appeal to children, and those that attract a smaller, niche audience, unlikely to appeal to children. Although broadcasters of these niche channels still carry a responsibility towards a potential child audience, the majority of homes do not contain children and viewers and listeners have a right to expect a range of subject matter.

The 'watershed' is a well understood concept and audiences are concerned if they believe a programme content is 'pushing the boundaries' of what is generally accepted close to the watershed. Audience research shows strong support and recognition for the watershed on all television channels. The watershed plays a crucial role for parents and carers with children aged 5 to 8 and trust in pre-watershed programming is essential, particularly leading up to 1930.It is also important that the content of pre watershed trials is appropriate for the time of broadcast. Some programmes scheduled to start before the watershed and finishing after 2100 may be of special appeal to children, especially during school holidays. Depending on the channel and audience it attracts, views can be concerned at strong, adults material.

Even with appropriate scheduling, some addition information about pre-watershed and post- watershed programmes may be necessary  Where appropriate, viewers appreciate information about content that may be problematic for certain ages-  particularly if a programme appeals to a wide-ranging audience. However the watershed and new it is accepted that it is in the public interest that, in certain circumstances, news 

programmes may show material which is stronger than may be expected prewatershed in other programmes as long as clear information is given in advance so that adults may regulate the viewing of children.

The findings were revealed when adults were asked what methods they used at least once a day to communicate with friends and family. The average UK consumer now sends 50 texts per week – which has more doubled in four years – with over 150 billion text messages sent in 2011. Almost another ninety minutes per week is spent accessing social networking sites and e-mail, or using a mobile to access the internet, while for the first time ever fewer phone calls are being made on both fixed and mobile phones. Teenagers and young adults are leading these changes, increasingly socialising with friends and family online and through text messages despite saying they prefer to talk face to face. Ofcom’s Communications Market Report 2012 also shows that traditional forms of communications are declining in popularity, with the overall time spent on the phone falling by 5% in 2011. 

In this review we have focused on how to ensure the delivery of content which fulfills public purposes and meets the interests of citizens and consumers throughout the UK. Our aim has been to make recommendations that respond to the huge changes brought about by the transition to the digital era. The central question is how a historically strong and successful public service broadcasting system can navigate from its analogue form to a new digital model. We need to sustain its quality and creative spirit while also capturing the opportunities of broadband distribution, mobility and interactivity.

‘When someone gets shot rapidly with a rifle and how they move when they get shot.'  
The movements and seeing the effects of the violence.

Children’s ‘knowledge’ of violence is changed by their experience of violence in reality, in their own lives. Therefore, it is not surprising that for these participants to feel that something can be classified as ‘violent’, it must be grounded in realism and feel credible.This is especially true for older boys, who think of many scenes of violence as nothing more than a string of special effects. Should the violence not be realistic, then children find ways of distancing themselves from it. And yet, the participants talk of the physical and dramatic representations of violence such as the ‘blood, guts and gore’ and it is doubtful that they have experienced this. A sense of violence can be heightened if it reflects on to the child’s own fears or anxieties. For example, isolation, the dark, and places where help would not easily be forthcoming are all environments which serve to increase the violence loading in a programme.

Our recommendations are based on detailed audience research, a wide range of views from stakeholders within industry and our own analysis. The recommendations we present to government and Parliament set out what we believe is required to fulfil a vision of diverse, vibrant and engaging public service content enjoyed across a range of digital media, which complements a flourishing and expansive market sector. In summary, we believe that the four top priorities are: 

- The issues and concerns surrounding smoking, the misuse of alcohol, drugs (both legal and illegal) and solvent abuse are varied and complex. They are all a feature of modern British society and clearly a legitimate component or theme for programming. The prevalence of use amongst this age group is given in a annual reports from the nation centre for social education research. The current figures highlight the vulnerable groups and the areas where broadcasters should exercise the most care. Programme makers should always consider the impact that the representation of the use of illegal drugs, the abuse drugs, smoking, solvent abuse and the misuse of alcohol, may have on younger viewers and listeners. Any such inclusion prewatershed or at times when children are particularly likely to be listening must therefore be editorially justified. 

Research shows that children may emulate what they see on television. This is mediated to a certain extent by factors such as a child’s ability to distinguish between degrees of fantasy and reality and the identification with the character. Children have different stages of development and broadcasters should bear this in mind. Areas of concern include: 

• the use of accessible domestic implements, such as knives, or other offensive weapons, articles or substances portrayed in a dangerous or harmful manner 
• any portrayal of household items, such as micro-waves and tumble-dryers, which can cause harm if misused, 
• certain locations, such as railway lines; 
• certain material which may lead children to fail to recognize potentially
  dangerous play especially if there is no serious outcome; and 
• hanging or the preparations for hanging, if easily imitable, particularly if shown before the watershed, unless the setting gives strong grounds for believing that imitation is unlikely."

Programme makers should always consider the impact that the representation of the use of illegal drugs, the abuse of drugs, smoking, solvent abuse and the misuse of alcohol, may have on younger viewers and listeners. Any such inclusion pre watershed or at times when children are particularly likely to be listening must therefore be editorially justified. 

Offensive language is a feature of British life and, in certain contexts, it has an appropriate place in broadcasting. However it raises concerns about harm to children and offence in general. There is a concern that children may imitate offensive language or be upset to hear this language, when their parents or carers have told them it is wrong, before they have worked out their own attitude to its use.Milder language in the early part of the evening may be acceptable, for example, if mitigated by a humorous context. However, in general, viewers and listeners do not wish to hear frequent or regular use of such language, including profanity, before 2100.

‘There’s always going to be somebody watching. Like a child maybe, because if he’s not going to pick it up from TV, he’s going to pick it up from somewhere else.’

Children enjoy a wide variety of music. However, where lyrics in songs might cause 

offence, broadcasters will wish to consider the context which may increase or 

mitigate the offence, and the possible use of track remixes and edits. 

Rolling live news channels face different challenges, in terms of compliance, to 

other broadcasters. These channels provide services which, as a matter of public 

interest, should be able to report accurately the news as it happens. 

Because of the immediacy of news and the necessity to go to events live, at times, 

the broadcaster has less control of its editorial output. This is understood by the 

audience to these services which is both overwhelmingly adult and ‘self-selecting’. 

There is therefore always a possibility that material transmitted on these channels 

may be unsuitable for children (see also the guidance to Rule 1.7 Information, the 

watershed and news). 

While news channels should always aim to minimise the use of offensive language 

pre-watershed, there are exceptional occasions when, because of their nature, such 

language is broadcast. Under such circumstances, Ofcom will consider: 

• The editorial justification for the coverage 

• Whether it was live or pre-recorded 

• Whether it was at a time when any children are likely to be in the audience 

• The context in which the language was used 

• Whether there was an apology made - this may help mitigate offence /distress

MEST 2; notes

Task; 

Our tasks is to produce the opening few scenes of our television programme establishing the narrative themes, character and location. You should include a title sequence and your finished product should be approximately two minutes long. we will be working for silver lining productions, a multi-media production company that has had recent television success with fly on the wall documentaries, structured reality programming and fiction products. They have also developed supporting media for their broadcast productions in print audio and e-media

Audience; 

We need to look at the target audience that we think will like our television production and who we think it should be aimed at which gives us a opportunity to prepare a pitch for development funding. Our programme needs to be have a target audience that is similar to E4's demographic which is (15-35) and needs to be suitable for pre-watershed broadcasting. We also have to look at how to identify our target audience which means to research how they would engage and how it would appeal to the audience correctly. From this we can get a few interviews done with teenagers asking them about socio-demographics to understand fully what type of audience it addresses to and if it fits into our one.

So far me and my group have researched and identified the connection between our target audience and the production by using various use of slang we will be able to engage the audience as they use this kind of term language which therefore builds a connection between the audience and the the drama. For example a show such as revenge uses formal language and the audience would not be able to stay in direct mode of address with them and stay connected with them and this means for our television teen drama we need to make the language more dramatic so the audience feel engaged  which means from understanding this it has helped us with planning our own ideas as we are aiming as a group to target it more at teen females then men as our drama consists more of an emotional genre and as women like drama, suspense and love story they will be more engaged into watching it. As we know that the television programme that we will be producing will be pre-watershed and we cannot use any sort of 'violence, drugs or swearing' involved and this would attain young teenage and men attention as this is what the society is depicted of today's ideology  However by having a suspense (enigma code) and some sort of a love story in the teen drama it would attain more females attention to watch it and as you look at other type of movies it is mostly targeted at females as females like watching romance as for men they like something which involves more of action. Furthermore from this we need to attain and undertake research in number of areas that allow us to approach our production in a more exprience, knowledgeable and intresting way so we are able to engage the audience and get their attention.

Me and my group need to consider all these types of things in our production in order to influence our audience into watching it from making making these media language choices such as;

• Audience appeal/engagement
• Common representational conventions
• Genre codes
• Institutional issues
• Ideological positioning 
• Narrative devices used 

From the use of these media language convention code forms we need to acknowledge and use them in order to make the audience feel as if this is made for them. for example 'Conventional opening sequences for dramas tend to contain vital narrative information having where, when, what and who.' and this would be something that we have considered as where being the location, the setting in which the character is in. When being what time during the day it could be night time or day time depending on the scene. What could be what is happening or taking place and who is the person. Something of this sort, which we need to take on board. We also need to think about how we convey a message to the audience, will they learn something from this? Or is it something which will be left for them to decide?

The Evaluation;

A good evaluation supports a good production but a weak one impact's on the grade achieved by the student when the marks from both parts of the assessment are combined.  

The evaluation needs to consider my completed work in light of the chosen brief. The production need's be analysed to consider its strengths and weaknesses in terms of fulfilling the stated function of the products, the effectiveness of the media language choices in copying codes and conventions and a consideration of the audience appeal. 

Useful questions which could help me for my evaluation:

Have I replicated form (reproduced) and genre codes successfully?

Have I used appropriate layout and design codes?

Did we use house-style appropriately?

How successful were we in creating products that would be appealing to the 

target audience?

How well have we fulfilled the functions of the productions?

Examples of Research and Planning Materials

• A ‘statement of intent’ summarizing pre-production research and its impact on 

the planning of the productions

• Annotated existing products – focussed on media concepts

• Written evaluations of existing products – focussed on media concepts

• Summaries of findings showing institutional research

• Identification of audience needs/expectations with evidence

• Justification of the selection of target audience 

• Summaries of findings showing ‘academic’ research

• Storyboards that are annotated to show changes and/or reasons for choices

• Scripts that are annotated to show reasons for choices

• Flat plans that identify genre/form codes considering layout and design codes 

and house style conventions

• ‘Before and After’ photographs showing post production manipulation of 

images

• ‘Before and After’ screenshots showing post production work for moving 

image

Broadcasting Task;
This broadcasting task use a documentary, interview or montage style to present 
information to the audience. Bands/artists use promotional videos on their 
websites or on YouTube and so research into the many approaches to this form 
should be undertaken first. Certain musical genres tend to have a visual style. This can be replicated in the video and the genre may dictate whether live music needs to feature or whether a serious or humorous approach is appropriate. We can use pre-recorded music if we want to if copyright free material is not available.

Our production needs to  consider mise-en-scene, lighting, costume and location as part of the planning process. If we use a variety of camera shots in the work tend to make more interesting moving image work. Post production effects may be appropriate and the use of the camera and editing software allows marks to be awarded for technical ability. In the evaluation we should be prepared to talk about the reasoning behind their media language choices. And consider the choices in light of the requirements of the brief/task.

Research could investigate how themes, characters and locations are identified early 
in a broadcast. Showtime dramas use a range of methods. For example, Game 
of Thrones travels across a map of the fantasy world the audience will find 
themselves immersed in whilst Dexter uses a montage of familiar domestic images 
(cooking breakfast, getting dressed etc.) in extreme close-up, destabilising the 
familiar and tying it into the violence of the story-lines to follow.   

Productions We as a group need to use the knowledge and understanding gained from the 

research  to inform the media language choices made in our production. We should use this knowledge but  the higher level marks are rewarded where conventions are not simply replicated but where students also show creativity and flair in the approach. This means having originality and being influenced.  In broadcast work, including and having locations/costume and lighting, or in post production choices can show originality and creativity. Audio work too can use existing codes.

Mark Scheme:

The candidate demonstrates creativity and clear technical proficiency in the use of the chosen technologies (AO3). The candidate also demonstrates sophisticated understanding of the necessities and details of the production process (AO3). Codes and conventions have been used appropriately and with some flair throughout (AO3). The productions are clearly fit for purpose in thelight of the candidate’s research (AO4). At the top of this level work will demonstrate considerable attention to detail and a genuine sense ofengagement with both the chosen media and the subject matter.

Holiday Tasks;

Over the half term we have been given tasks to do which i will be completing everyday. we have to research and concept of ofcom research rules and regulations of the pre-watershed concept so this could help in our production as we could then know what to contain and what not to contain. We also need to make a power point which me and my group needs to do over the half term together so we can present our final idea to the teacher and the class on the first day back. All of us have been given different duties for e.g. dupinder is researching more into teen drama and i am researching the lighting and analysing different lighting's that we can use in our production. Moreover mandeep and Rashmi are taking pictures of the locations and also the sounds. Overall we will all be looking at different things together and presenting them on our next meeting.

1. Ofcom Research

2. Storyboarding

3. Script

4. Progress reports

5. Action Plan

6. Focus Groups

7. Actors research