Evaluation question 7...

Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?

I remember my first experience of shooting film/short video, when we were put into groups and asked to film a short continuity editing video. I hadn't taken Media Studies at GCSE so camerawork and cinematography was a brand new experience for me, which I was excited to get to learn about and get comfortable with. I remember thinking that it would be rather simple and easy to do, but it wasn't until we started filming that I then realised, that it was easier said than done, and that planning was a crucial part of the filming process. I didn't fully understand how different shots represented certain things, and that the types of shots and angles you use can tell the story as much as the actual footage and story to the piece.

After shooting all the footage we thought we needed, we took into to the computer and began editing it using a programme called Final Cut Pro. Yet again, this was my first time using this programme so I needed assisting until i felt comfortable enough to use myself, which wasn't long into my first session. I learned how to cut clips and make them sharper, using the tool 'razor' made it easy and simple. 

My group were given the editing techniques 'Match on Action' and 'Shot-Reverse-Shot' to include in our short clip. We included the techniques and used them well within our short clip. In our final title sequence, we used the technique 'Shot-Reverse-Shot', so looking back at it, our first preliminary task was a good starter for us to prepare us for a much bigger challenge, which was our title sequence, and even gave us ideas and techniques that we could use in our sequence, which in our case, we did.

The video clip below is the result of the clips I shot and the editing I done on it using the program Final Cut Pro...

Evaluation question 5...

How did you attract/address your audience?

Evaluation question 4...

Who is your target audience?

 

Evaluation question 3...

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

Evaluation questions...

As we come to the end of the term, and our Media coursework is coming to an end, we are to evaluate our overall performance and progression on our title sequences. The following questions are the evaluation questions I am going to answer...

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

How does your media product represent particular social groups?

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

Who would be the audience for your media product?

How did you attract/address your audience?

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

Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?

Communication/Social Networking outside of school

Throughout the months of preparation and planning for our title sequence, we have done very well as a group to keep in touch over weekends and in out-of-school hours. Mainly via Facebook chat, we have been able to share and work together creating a lot of ideas, that were actual finalised and feature in our final project. During half terms, this allowed us to keep up to date with ideas and also plan when we would meet for filming and a catch-up of planning, ideas and editing.

Class feedback...

In Wednesdays lesson, we had half an hour to tidy up our sequences before having to show them to the two other groups in our class, as well as the teacher and a year 13 student, obviously experienced, for them to give feedback/constructive criticism, to help us notify what we need to improve on in our sequences. After showing the other groups our piece, the feedback we got was very genuine and constructive, and we reacted to it quickly and maturely. We handed out feedback sheets to the our class mates in which they told us what was good, what needed improving and what was missing.

Overall from the lesson, we grew from it and picked up from the places that needed work. From this, we took out the voice over due to many people saying that they didn't quite understand the concept of it and if it made sense. Looking back at it, what they said was true, the voice over and the actual footage gave two completely different messages to what we wanted it to give.

Also, we realised that we didn't give the doctor enough attention to detail for the audience to actually realise that he was a doctor. Therefore, we had to do some last minute shooting to get some footage of the doctor actually showing that he is one. We did this by using some science equipment and shooting in a science room. Hopefully, this would give the audience the right idea of the role the doctor is meant to have.

Re-shooting

After our class feedback lesson, our group realised that we still had opportunities where we could improve our sequence, whether it was editing techniques or scenes we could add. However, due to lack of time, we used fridays lesson to re-shoot some more scenes. The feedback we got the most of was that it wasn't clear who my character was. Therefore, we had to make it more obvious and visible that he was a doctor. So we decided to go to a science room and find some equipment that relate to scientists. Although we filmed in school, which we wanted to try and avoid, I think that we got a good looking and believable shot. Not only did this shot make our sequence make more sense, but it extended the length of it to 1 minute 36 seconds, which we were happier with as we had aimed for it to be longer than 1 minute 30 seconds.

The footage we got, we decided to place it at the very start of our sequence so it is straight away clear to the audience that he is a doctor, as we learnt from our class feedback lesson, that it was hard to understand who he was and what his role was.

I think this reshoot has made our title sequence a lot more understandable as it shows the character in more detail. They now know he is a doctor, so for the duration of the sequence they can understand and have ideas of what they believe may happen within the film.                                                                                                                                                                                                                                                                                                                                                                                                                                                                        

The Complete voiceover

This is our voiceover that we made, planning to use it in our sequence. Unfortunately, after experimenting with it n the sequence, we were not convinced that it fitted and gave across the message it was meant to. After the feedback lesson, looking back at the comments and opinions our fellow classmates felt, a majority of them had said that they didn't quite understand the concept of the voiceover. Therefore, due to popular demand, we decided not to have the voiceover feature in our sequence.

It was quite gutting that we couldn't use it because it sounded so professionally done, and was recorded in such good facilities, allowing us to get the rich pure sound. We used the recording studio in the music department. As I am also studying Music Tech, I was very familiar and comfortable with the programme we used to record it, LogicPro. I edited the voices using reverb and echo to give them a mysterious dark sound. After experimenting with the effects, I found, which i believe, were the most accurate sounding voices to the ones we had planned and spoken about. I also had to cut both tracks up into each individual sentence so I could then alter them so they were re-occurring and it sounded as if each character were taking turns to speak.

I believe that if we could have made the voice over work and somehow had it feature in our sequence, it could have really worked and been effective. However, the soundtrack, 'Dangerous Knowledge', that we found, was a lot more effective and gave the right vibes.

First draft title sequence - Captive

This is our first draft of our sequence, Captive. We used Monday's lesson to finish this rough copy of our final sequence, so we could present it to our fellow classmates, and teacher. We briefly watched it as a group before presenting it to our class, and we noticed that there were a few mistakes that we could easily mend with more time and notice. For example, the word 'photography' in our typography  had been mispelled in one of the text animations. We let the class know that we were aware of the mistake before showing them the first draft. Despite this mistake, for a first draft, it flowed well and we felt we were in a good position, but there were clearly moments for improvement, which were also notified by our classmates in our feedback discussion after they had seen it.

Thriller genre survey...

Our group made a survey monkey on thriller as a genre to see oner peoples perspective on it and what they would expect to see in a thriller-related piece. We included questions on gender and age to see what people think the ideal audience target should be for a piece like ours.

This is a screenshot of a few of the questions that can be found in our questionnaire.

Creating our voiceovers...

When planning our ideas for our title sequence, we planned on having a voiceover at the beginning of the sequence. As a group, we sat down and wrote a short script. We wanted it to sound as if they were extracts taken from the characters diaries/journals. Myself and Sophie did the voiceovers using the studio in the Music Department at school. We used the programme 'LogicPro' to record and edit the voiceovers.

Using 'LogicPro' gave us a much wider ranger of edits and effects to use on the voices to create the most accurate sound we had planned on having. We wanted a heavy reverb effect on both voices as we had said we wanted it to give off the impression to the audience that the scripts not being read aloud by speech, but read within their minds. With the effects we have used, we believe that we have executed the voiceovers and have them exactly how we wanted them. Our next task is to now actually add it over the footage we have filmed and try and get it in time with the right footage making sure it makes sense.

Journal entry for lesson 15/01/14 - Saul Bass

In today's lesson, we looked at Saul Bass, an Academy Award winning filmmaker, best known for his design of motion picture title-sequences and film posters. He designed work for films such as 'The Man with the Golden Arm', 'Vertigo', 'Psycho' and 'West Side Story'. Bass's name grew within the industry after his work on Otto Preminger's 'The Man with the Golden Arm' in 1955. His sequences were very clever and obvious to the audience but only after they had seen the film itself. He learnt his trade when studying part-time at the Arts Student League in Manhattan. His first job involving his skill came in 1940 where he started making Film Ads. This is where he met Preminger to design a film poster in 1954 for his film 'Carmen Jones'. Due to Bass's superb work, Preminger was so impressed, he asked him to create the title sequence. Bass's work is so unique due to his hand drawn artwork within his work and title sequences.

'The Man with the Golden Arm'  was the piece of wrk that really got Bass noticed by big directors and companies. Because of this, he went on to do work for the films such as;

• 'Vertigo' in 1958.

• 'North by Northwest' in 1959.

• 'Psycho' in 1960.

For decades after, Bass's status fizzled out a little and he was not getting as many major jobs from as big directors with as high budget. However, nearer the end of his career, he was revived by both Martin Scorsese and James L. Brooks as they were so inspired by his work as they were growing up. This refreshing time in Bass's career allowed him to work on big films once again, such as;

• 'Goodfellas' in 1990.

• 'Cape Fear' in 1991.

• 'The Age of Innocence' in 1993

• 'Casino' in 1995

Editing...

After assigning ourselves to certain jobs contributing to the final draft of our sequel, Lucy was in charge of editing all the clips together. She would keep us updated of her progress over Facebook chat as we all would. After group discussion, we decided that it might look effective if we out the shots in black and white. Therefore, Lucy tried this and we all agreed that it worked and that we should keep it.

To create the effect, Lucy altered the filters 'saturation' and 'levels'. Lucy set the 'saturation' to -1 so there is no colour left. To brighten up the black and white, she altered the following levels...

• Input: 50
• Input tolerance: 100
• Gamma: 1.41
• Output: 43
• Output tolerance: 68

She also added transitions to each individual clips so the change of shot/scene was smooth and flowed. We used the transition 'cross dissolve' various times, however, we may change it in some places.  

Second draft title sequence - Captive

After the lesson were we shared our firsts drafts of our title sequences to each other, we took on board all the feedback we got and altered our title sequence trying to cover every area that was mentioned within the feedback session that we agreed with. In this draft, you will find noticeable changes, such as the removal of the voice-over which was highly advised to be changed during the feedback lesson. We also had comments saying that it wasn't clear who or what the character of the doctor was, therefore, we filmed and added scenes to the very start of the sequence of a doctor in a lab, trying to put across to the audience what the role of the character was. Hopefully, these additional scenes are clear to the audience, and they know who he is meant to be.

Sound effects

In Wednesdays lesson, two members of our group went on a school trip, so it was only Lucy and I for our double lesson. We decided to look for sounds we could use in our sequence. Our voiceover was finished and just waiting to be added into our sequence, so we focused mainly on finding a sound for the very last shot of our sequence when the camera turns and a hand covers the camera.

After finding many different sounds that were a possibility, i found a 'jump' sound from a copyright free website which we both instantly thought was right and would fit in perfectly. After downloading it, we converted it as an AIFF and added it over the final shot. After altering it, it sounded perfect and fit exactly how we would have wanted it to. It has finished off our sequence and gives it a new thriller-ish feel.

Screen credits...

Whilst everyone in our group has taken on certain roles all to contribute to our final sequence from every aspect, mine being the editing of the voiceover and sound effects, Sophie has been creating the text to overlay our title sequence.

She used photoshop to create a number of texts she thought suited the genre of our sequence. After presenting them to the rest of the group, we whittled them down to around two-three, two of them being very similar. After discussing and finalising our chosen font, Sophie began working with it on a special film and video design template. On this grid-like template, she began experimenting with the font that we found, from 'www.dafont.com'

Sophie did really well in arranging font size and colour, making sure it was the right size for the screen, and that its placement was accurate and didn't get in the way of any key features in any of f our shots. Also, due to our sequence being constantly very dark, Sophie made the font white.

After researching actors, writers, directors etc. we found a list of people that had worked on films that were similar to ours, the thriller genre, to add in our title sequence as our actors, writers and directors. For example, Leonardo Di Caprio as our mean role. We were influenced by him and his work, mainly in the film 'Shutter Island', a thriller where he plays a psychologist. Another example being John Polson as a director. Looking into films with similar story lines to ours, we found that John Polson made films that actually influenced our decision to make a thriller such as 'Hide & Seek'.

Sophie made texts for the following roles...

• Production Company
• Cast
• Title of film
• Casting by
• Music by
• Costume designer
• Production designer
• Director of photography
• Co-producers
• Co-executive producer
• Executive producer
• Written by
• Produced by
• Directed by

Screen Credits (updated)

My group and I decided that we wanted our title to be interesting and different, not just a simple text title. Therefore, we decided to create a background to go behind the text. The background we created was made to look like a set of prison bars to emphasise the name of our film, 'Captive'. Lucy and Sophie had trouble getting the background transparent on the screen. Therefore, we had to research it and found out that we were using the wrong format, we were using JPEG which flattens the image. To get the right look, we had to use PNG.

We were also unsure on what colour our text should be on-screen. Sophie took control and in her spare time, edited it and made the jail bars a faint grey colour whilst the text, that was sitting on top of the jail bars, were a plain white colour which actually worked really well. We are all gradually finding photoshop easier and becoming more comfortable when using it.

Our main focus was making the title in our title sequence really stand out and play an important and bold part in the overall look of our title sequence. With this look, we believe we have accurately met that target and think it looks great and top's off our sequence.

Start of filming...

In our Friday lesson, the last day of term, we luckily had enough planning and ideas to shoot the start of our title sequence. We went to the teacher conference room as it was the most office-looking room available. We also went to the office staff room where most of the props we needed were supplied to us by teachers, including a kettle, a diary, a stapler and a fountain pen. The shots we decided to shoot in there were the 'doctor's study' shots. These were the first frames we had planned in our storyboards.
It was good to get a head-start and to have some material to work with before we broke up for school.

We then met up during the half term to do the rest of the shooting for our sequence. Despite only meeting up twice, we got 114 different clips and I feel we did really well to get such a wide range of shots and styles.

The first day we met up in the half term, we went to Megan's house to record the indoor shots we had planned that included the girl in our sequence, played by Megan herself. The shots we managed to get, were the pan shot's of 'Maria's' room, Megan's character, and the diary shots. We also managed to get the shots of the female character leaving the house.

On the second day of shooting, we went to Lucy's house to film the remaining indoor shots involving the doctor, and the outside shots as where Lucy lives is quite quiet and secluded. This day of shooting was very successful and we got a lot done. We managed to get the shots of the doctor getting ready to leave and leaving the house done before managing to get the remaining shots from our storyboards recorded in the shot styles and angles we had planned to have featured in our sequence. We got the point-of-view shots done ,the low canted angle shot done and the worm-eye-view shot.

We were very lucky with the weather with the two days we planned to film on as both days were very similar in weather. This allowed our sequence as a whole to look even more realistic and flow without any noticeable changes within the shot. Although we had planned to have shot in the dark, we soon learned due to editing that filming in day-light and then later editing the shots to make them look darker and as if we had shot them at a more dusk time of day, was more effective.

Wednesday, 22nd January - lesson journal

In Wednesday's lesson, the task for my group and I was to create a production company name, and a logo. As our film genre is a thriller, we decided the name of our company should be 'Silent Studios'. We decided this due to its dark meaning, and the fact that the word 'silent' almost resembles the storyline of most thriller's as they don't normally give away the twist until the end of the film.



We came up with these two logos for our production company, despite being extremely similar. the darker tint on the second image gives a haunting effect. We liked this logo as the picture of the finger over the lips represents silence, and symbolises the word 'silent' in our company name, 'Silent Studios'. also, it represents secrecy and privacy which is an occurring theme in our film. The text is also very important as it is styled and looks as if it has been eroded and broken, which gives good relatable theme within our films idea and style.

Pan-shot practice with Steadicam

Finally, we used a pan-shot due to our interest in having a pan-shot featuring in our sequence. We used a steady-cam to record this, but after looking back at it, we will use a tri-pod or a dolly to get a cleaner pan. 

Zoom In practice with Steadicam

This was another shot we were experimenting with. A similar shot to our previous attempt but instead, starting zoomed out and proceeding by zooming in.

Zoom out practice with Stedicam

We were practicing our camera shots and experimenting with each one to see what ones appealed to us the most and gave us the effective feel we wanted. This was an over-the-shoulde zoom out shot.

Lesson journal 22/01/14 - Codes and Conventions (thriller)

In today's lesson, we were asked to research Codes & Conventions of our chosen film genre, which in our case, is a thriller. This is a powerpoint my group made on what should be included in a thriller...

Bubbl.us brainstorms...

This was our first brain storm for our film genre and idea. We used Bubbl.us which allowed us to use fun color and text. This made it enjoyable t look at and read and is more attractive and neater than using a pen on a piece of paper.

After confirming ideas, and getting a clear aim of what we wanted, we remade our Bubbl.us plan. Having our first plan made it easier to alter our original ideas to change them to our final and more accurate ideas.

Roland Barthes' enigma code...

Roland Barthes' was born in 1915 in Cherbough, Manche. Bartges' was a French literary theorist, critic and philosopher. He studied the history of cultural signs and symbols. His theory suggests that a piece of film, television or image (poster) can create a mysterious feel to the audience causing them to be drawn in and intrigued and also allowing them to have an interest in the theme of the piece. For example, a murder story will not give away who the murderer is until nearer the end of the film. This makes the audience question themselves and to think, 'Who is the murderer?' According to his enigma code, there are more ways to read text, to uncover a text's plural meaning you have to read the text, then re-read it and everytime time you read it you reveal another meaning within the text.

"A galaxy of signifers, not a structure of signifieds; it has no beginning; it is reversible; we gain access to it by several entrances, none of which can be authoritatively declared to be the main one; the code it mobilises extend as far as the eye can read, they are indeterminable. The systems of meaning can take over this absolutely plural text, but their number is never closed, based as it is on the infinity of language" - Roland Barthes

Barthes' had a theory of five codes, which are...

The Hermeneutic code - the voice of truth
The Proairetic code - the voice of empirics
The Semantic code - the voice of the person
The Symbolic code - the voice of the symbol
The Cultural code - the voice of knowledge

The Hermeneutic code is where the story avoids telling the truth or revealing all the facts which allows the text to drop clues throughout and keep the text a mystery to the readers. This makes the audience eager to find out what happens in the story and keeps the firmly drawn in. This leads on to the next code.

The Proairetic code is the way the tension is built up and the way the audience is left to ask questions and think of conclusions to the story.

The Semantic code singles out any element in a piece of text that suggests or gives away any clear evidence of the actual meaning of the text.

The Symbolic code is a similar code to the Semantic code, but instead, organises the Semantic meanings into more detailed categories. This leads to new meanings coming from opposing and conflicting ideas.

The Cultural code is when the audience looks deeper into the knowledge of ideology and morality.


When reading and studying text, using these codes make it much easier to break down and understand more easily. Berthes' theory can also be used when looking at and trying to understand title sequences.  This is due to the reoccurring theme of title sequences dropping sly hints about the films main storyline.

Kyle Cooper

As we analysed the title sequence of 'Se7en', we decided to do some research on Kyle Cooper, the man who created the title sequence, for influence and ideas to input into our very own sequence. Born in 1962, Cooper always had a love for art and graphics. As he grew older, his interest led to him attending the University of Yale, where he studied and achieved his degree in Graphic Design. Kyle's most popular and renowned piece of woke to date was his title sequence he produced for the film 'Se7en' in 1995. Since then, he has had the opportunity to produce the title sequences for the following films...

• The Mummy (1999)
• Spiderman (2002)
• Dawn of the Dead (2004)
• Superman Returns (2006)
• Ironman (2008)
• Sherlock Holmes (2009)

Not only was it film companies that took a taste for Cooper, but the producers of TV shows as he done work for the following TV shows...

• American Horror Story
• The Walking Dead

Overall, after looking at both Saul Bass and Kyle Cooper, our group believe that Cooper's work had more of an influence on us than Bass's. This is due to the style of Cooper's and that the fresh 

feel of his work works better with our thriller genre.

Napoleon Dynamite title sequence analysis - Task 2 G321

Napoleon Dynamite analysis...

From this title sequence, you can tell that this film is going to be based on/in a stereotypical American high school . We get this vibe from the sequence as numerous stereotypical American youth related items appear in it. In this short two and a half minute clip, we see different elements of it's youth with items such as a high school student card, and various types of typical American food, such as a corn dog, nachos and a peanut butter sandwich resting on top of a brown paper lunch bag, highly linked with American high school culture featuring in this opening. 

From accurately guessing the setting of the film from just watching the sequence, we can also get a rough idea of what sort of person the main character is going to be like. Yet again, the items that are  featured in this sequence are items that stereotypically affiliate with a 'nerd' or 'geek'. We see a 'U.F.O Abduction Insurance' card very early on in the sequence. This instantly gives us a brief idea that this film may contain a 'nerdy' character due to the fact he/she is interested in space and aliens. 

The next big hint we get is about half way through the sequence when we see a home-made looking ninja star. This tells the audience that the main character is into their action movies and possibly uses this hand-made 'weapon' to reenact scenes from action films and wrestling programmes he/she watches.

Shortly after seeing the 'weapon', two library books appear in the sequence. Yet again, this is another clue to helping us find out the type of character featuring in this film. not just the fact that there are library books, but the fact that the two books they have rented out are called 'Bigfoot and Me' and 'Sciences and Centaurs'. This is another addition to their beliefs and interests in space and mythological creatures.

Nearer the end of the sequence, two drawings appear one after the other containing pictures of ancient looking fighters and warriors fighting dragons and large looking birds. This is another sign of the passion he has for war and mythology.

Towards the end of the sequence, a few stationary items appear on scene with the names of the writers carved into pencils and written on rubbers. This is a clever way of showing the audience who wrote the play, still in a way that relates to the character, a nerd who uses a lot of stationary to do his work and drawings.

The sequence finishes with a plate of the most stereotypical American food resting on a table from a birds eye view. A burger and fries. On the burger lay the name of the director written out in a sauce before being aggressively squashed by the top half of the bun, like an immature child.

This sequence is very clever in giving a huge amount of information without showing us any of the characters appearances or the setting of any of the scenes. It sets up the film and gives a brief set of information to the audience without ruining any surprises the film may have in store. In this clip, we see the names of everyone heavily involved in the film, plus the genre and style of the film and its characters all at the same time. Despite the simpleness of this opening sequence, it gives more than enough information and details to set up the rest of the movie. 

A diary of a captive pitch from christianobrien_

Task 1 - History and Art of title sequences.

"If there were a hall of fame for film title design, Stephen Frankfurt’s sequence for the 1962 film “To Kill A Mocking Bird” (below, upper row) would have a seat of honor. Cameron Crowe referenced it in “Almost Famous” (lower row):" -

I found this picture and this piece of information very interesting, due to the fact that Stephen Frankfurt's sequence has been re-interpreted by Cameron Crowe in his film "Almost Famous". However, the interesting thing about this, is the fact that there are 38 years difference between the making of these two films. From the pictures used in the sequence, there is a noticeable difference in the props used and how they have modernized. Also, the main difference is colour. In the pictures from the 1962 sequence, they are in a black and white contrast, whereas the more recent sequence, the pictures are in colour and more clear.

“Humorous Phases of Funny Faces” (1906) — was directed by J. Stuart Blackton, who many consider to be the father of American animation. Not only is it one of the first animated films, it is among the first to feature an animated opening title, making it a precursor of the modern title sequence" 

After watching this clip, you can tell that its possible that this sequence plays a huge part in the way title sequences are made today. Although this title sequence is very simplistic, for something made so early with such little technology and skills allowing them to do something different, this sequence works so very well. It is catchy and different engaging the audience making them want to carry on watching it.

The concept of score visualization first conceived by Oskar Fischinger in his film “Studies” anticipates the effects created by Saul Bass in “The Man With the Golden Arm” (1955) and later by Susan Bradley in “Monsters, Inc” (2001): 

After reading this information and watching both clips, many factors stand out that are similar between these two clips. Although there is 56 years difference between the two sequences, there are many of the same elements between these two clips. Straight away, the music instantly sounds the same. The classic sound of American Jazz features in both of the clips. Also, the structure of the sequence is very similar as both contain shapes and objects moving around the screen to create an animated effect.

The following inter-titles are typical of silent movies. A shot from the comedy The New Janitor (1914) featuring Charlie Chaplin is on the right, and the silent western West of Hot Dog (1924) is on the left:

I was really interested when reading about silent movies and their 'inter-titles' and how the comedic effect of a comedy could entertain the audience by being an 'inter-title'. Charlie Chaplin is known for being one of the greatest mime/comedic artists ever, and seeing how is work was put across to his audience is really interesting but strange as attempting to imagine such a huge comedic effect being able to come across by just words on a screen was fascinating. However, this only credits Chaplin even more in being able to have that effect on the audience.

Waltograph was created by Justin Callaghan in an attempt to capture the spirit of the familiar Walt Disney signage.

Here’s a cheerful Looney Tunes-inspired font family called That’s All Folks.

The typography for films are very interesting and its strange how a film that uses a certain font can then make that font so noticeable. For example, the 'Looney Tunes' font will always be recognised for being the font for the Warner Bros. company. Also, the classic Disney font will always be renowned for being the font for the classic film and programme company Walt Disney that have made, arguably, some of the best and most popular family films in history. First sight of these fonts, instantly we know where we have originally seen them.

First draft film ideas...

Journal entry - 08/01/14

Journal entry for our lesson on Wednesday 8th January.

In today's lesson, we were told about how our coursework project was going to pan out. We were divided into two groups of four, then given our project task. The group I was put into consisted of Sophie Scott, Lucy Abbott, Megan Harris, and myself. Once in our groups, we were told that our project was to create an opening title sequence for a film idea we had to come up with. Once being told the task, my group and I sat around a table discussing genres we would be interested in basing our film on. By doing so, we gradually whittled all our ideas down to about two or three we could possibly use. The ideas we had were, horror, thriller and tragedy. We wanted our film to touch the audience emotionally, which we also discussed on being aimed towards the young teens to middle-aged members of the public.

After finalizing our points and getting a brief idea of what our opening title sequence would entail, we were then told to create a pitch for our film idea, which we had to then present to the other group(s) in our Media lesson with Sinead on Monday 13th January in a powerpoint format. With the remaining time we had, by the end of the lesson, we wanted to at least have a brief storyline for our film, that we could take note of and look at in later lessons, and for it to also be something to look at and relate to and reflect on. My group and I also used social networking sites such as Facebook to share ideas and still work on the subject in out-of-school hours. By doing this, we managed to be more organized and understanding and even assigned each member of the group to certain roles in research. Being the only male in our group, I approached the role of researching male actors we could use to play the male character in our film. i used the researched information in our powerpoint we are going to present next lesson.