Psychographics

We have nearly come to an end of doing the power point presentation as a group, coming up with great idea's were looking to improve our idea more by being inspired from diverse programmes watching it. Looking closely at the diverse Psychographics I am going to see which one would fit in correctly with our target audience as we are looking to aiming it at mainly girls as they'd like suspense also the protagonist being a woman they would be able to relate and therefore engage. I will look at our idea and look at the type of  Psychographics it would closely link to by obtaining researching and perhaps questioning those types of audiences to get a closer over look into our target audience and making sure we're getting things right.

Enlightment, Reformer

A reformer is socially aware, has value for time, can make independent judgement, tolerance of complexity, not revolved around materialistic things but instead has 'good taste'.  They are curious and like to enquire about things, supporting growth of new product categories. Select brands for intrinsic quality, favouring natural simplicity.

Control, Succeeder 

Succeeder's have a strong goal orientation, they have a lo of confidence, work ethic, organised, support status and have the stability. Bran choice is based on reward, prestige- the very best. Moreover, they're attentive towards 'caring' and protective brands. They know how to manage their stress and are at top management.

Security, Mainstream 

They avoid risk so therefore dislike challenges, prefer human warmth and like comfort, they're sentimental and are belonging, they like acceptance they blend in well and avoid confrontation. So to conclude they're are well aware from arguments comparing with one another that sort.

Survival, Resigned

They are rigidity seek discipline accept and listen to it, imitate good things and are imperative, follow tradition, seek authority, seek in fulfilling in their duty/roles, having rules and obtaining to it, Excessive or prejudiced loyalty or support for one's own cause, group, or gender. And avoid complexity. 

Discovery, Explorer 

They are adventurous, seek exploration want to know who they are? what is out there? how fare they can go? what happens if I do this? They're speedy, seek danger, like taking risk, Instant like being satisfied with a risk perhaps they've succeeded in accomplishing. 

Status, Aspirers

Like attention and the admiration, focused on there self image, personality, materialistic, they are affiliated. Compelling attractiveness or charm that can inspire devotion in others.

Escape, Struggler 

They're the ones that feel alienated, having low self-esteem, repressed desire, disorganised, physical aggression  Disorder due to absence or non recognition of their authority. 

What I think fits in correctly with our production for the target audience is having (Discover, Explorer) This is because the message we're conveying to the audience is that if you had a bad past you shouldn't go back to it because you won't get anything out of it just pain and transgression. But the protagonist is stubborn and forcefully inside at the back of her head is determined that she will find answers, as she will be taking risks and feels that she will accomplish it. Another Psychographics which I think links in closely with our target audience is (Escape, Struggler) due to the fact that at times especially when we show the opening she feels alienated and has a huge amount of low-esteem. But what we want to do is show that if there are 'Strugglers' like the protagonist than we can do a part in helping as we will show who it's best to trust at a moment like that and who to lean on. So there are various of messages in which teenagers especially these two main ones can relate to and learn to, that's why our production will possibly be engaging closely looking at the target audience. 

Group Progress Report 29/12

Yesterday on the 28th December our group got together at my house and discussed our further requirements towards the production we all conversed with each other about diverse things that would fit in with out production. For an example we all decided upon the fact that we'd want a title sequence for about 22 seconds or so, what we were doing is finding the right type of sound we took in consideration the answers from the questions we asked the students and from our research we decided to mix certain music to create a suspense title-sequence. This will work as it will get the audience's attention and allow them to assume things about the story line keeping them closely engaged. I researched the diverse types of media angles we can use for the production and discussed this with my group as we can use it in ours making it look more effective. Mandeep was doing the music research on what we can use as it would engage on the audience.

Coming together we also completed our power point that we will be showing the class showing the ideas that we've come up with what's inspired us. But what we also did was a trial home video showing the type of camera angles were going to use and the facial expressions and body language on the characters face. We use a camera on the phone so it's just a trial on an idea we are thinking to have in the real term. We then gave each other different roles to do at home and then I'm going to take it in all together putting it on the power point. This shows team work and that everyone has something or a role to play in. We're going to see each other next week discussing further on about our production and finishing of the power point.

Research & Planning: Further analysis of opening series

In the beginning of the episode their is varies of suspense and tension also creating enigma code for the diverse audiences. This is shown as in the beginning the camera pans from the left to right showing the forest at night time also the smoke was showing which connotes possibly something bad is going to happen and this engages with the audience as they noticed the location and the time of the day it is shot in (night). From this there is a fast shot and the camera is a high-angle shot showing the car moving on the road then it goes lower depicting a tracking shot from the car. Moreover there is another camera inside the car to represent the protagonists while they're conversing, also the audience can get an insight and the point of views of the actors. Also this creates a mood for the audiences entitling them to be engaged in. After this it shows behind the car having a blockage and the audience are encouraged to look at the road and the forest again connoting something bad could happen this is done first with a medium-shot then as the car goes further away there consists of long-shot. After the camera is in the car again but this time there's an extreme-close up of the window screen allowing the audience to see what the characters are focusing them enabling them to be more so engaged.

The extreme-close up of the window screen if very effective as it creates enigma codes because it's building suspension depicting that something bad is going to happen. Then we see the reactions of the characters so they first are able to see the bad picture, the audience are then allowed to see what happen (a man standing there.) When the guy goes up to see if the man is alive there consists of shot/reverse shot's to build the tension. After there consists of a medium shot of the character the audience are entitled to know something before the actor does, and therefore the audience gaze on the facial expression and the body language, the character is going to pursues. When the dead body lands on the car the audience are able to identify the expression on the characters face this allows them to feel the same way as she is feeling yet once again. She knows the same murderer is going to come for her so she finds an escape quickly she does this by running and the camera ends this scene off by a long shot then the screen name commences showing 'vampire diaries.'

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. The lighting used is low-key lighting there is no one seen except the two characters. Having this opening in the beginning allows the audience to get to know the character more commencing and starting the beginning of the series leaving them to assume, judge and to think about things. The actors are in casual clothes but it looks old and worn continuously. This goes in line with the mood with the actors as it makes them look more so serious having the darker colours. This opening was very effective as from suspense to foreshadow there's something for the audience to look forward to keeping them continuously engaged which is very effective. 

Pre-production: shot lists

The opening of our production needs to straight away be effective as we want to gain the audiences attention and keep them entertained throughout. We may or may not have a title-sequence but this 'dolly shot' can still be taken place whether or not we're having it. When we start filming the scene we want to show the location and place for example a house if were going to be filming it in there. It's one way in engaging the teen audience because when I was analysing the diverse programmes this is something that stood out quite clearly.  Having a shot whether it's close-up, long-shot or mid-shot there mostly depicted of the location/place before the scene commenced. This informs the audience of the timing of the day so they are more into the story line allowing them to be informed.

As a group we decided we wanted to perhaps start the scene with a woman walking a flight of stairs in a building going downstairs this is happening very fast as we want to build the suspense and created enigma and action codes. So what would be effective is having a 'dolly shot' of the exterior maybe building as it would look very effective and engage the audience. Looking at this clip it portrays the setting as more effective allowing the audience to remain encouraged, this is something I will show my group and a shot we could possibly preform as it looks very interesting. Having an establishing shot of the building we can show the weather, time of day and the things around the building then having the dolly shot commence allowing the audience to gaze at it providing a dramatic footage, as it's an exciting way of capturing diverse camera angles.

A steadicam shot consists of a smooth shot even when moving very quickly over an uneven surface. In this scene we can see the blockage of the character but the way the camera slowly moves forward if effective because the audience's are tempted to see the characters facial expressions, body language and in what situation they're in. Also they want to find out what they're doing why they are there this is all that goes on in an audience's mind and keeps them engaged as they want to find out these questions in there mind. Using this camera shot is very effecting as it keeps the audience sutured and creates the following enigma and action codes. Also slowly moving forward the audience are able to clearly identify the setting around the character where it's taking place which looks attentive allowing them to focus on this too. 

In our idea which we wrote on our book as a group thought that we'd have a steadicam of when following her this will be very effective as we want to portray suspense and build the tension as the steadicam will be very smooth and this will add up and work well together. We could also do this from the back and use the blockage of character as the audience haven't seen the face of the actor or the facial expressions so when were following her through the areas of settings for example, we could go through a train station go into the train then go into the building following her this can be a point of view too allowing the audience see what she sees. Then when she is conversing with another character we can move '180 degree rule' and show her face the audience can therefore identify the character with the use of body language and facial expressions. They will also judge her by the way in which she acts and her personality being depicted in the scene. So steadicam is one of the angle shot's we will defiantly be using as it's very effective. 

               

A title shot is a shot taken by a camera going up (tilt-up) or down (title-down). This is one very effective way of identifying the character more or anything in our setting/location making it look more engaging towards the audience. Also it's another way of building suspense as it's clearly signifying something as importance which could possibly foreshadow something later on. The tilt shot is very similar to the pan shot, but the only difference is that the tilt shot moves vertically instead of moving horizontally. The tilt shot can be done handheld or with the tripod. But with the tripod it would look more professional and effective. The tilt shots are used to represent the vertical significance of something. An example is someone could be at the bottom of the building then the tilting the camera upwards to capture the entire building structure. Something which the audience can see in a different point of view and getting the whole thing slowly in one frame from bottom to top.

In our idea we thought that the protagonist will be going down the flight of stairs and then because were going to do the steadicam shot of the blocking character when we turn to see her there will be a tilt showing her from the bottom to the top kind of thing this will allow the audience to clearly identify her body language and facial expressions. There may be an area where she steps outside from the building and when she's outside there may be a tilt of her again, this is to show the power and authority also as she is very angry this helps the audience to identify if further through her body language and facial expressions she has at the moment as she is the first protagonist being introduced and is the main actress. Also throughout the 2 minute opening scene there can be a title of various of things like for example, when she walks on the street and is look at diverse buildings there can be a tilt of the diverse buildings allowing the audience to be engaged in this and be in the characters point of view. 

                  

This is an example of an establishing shot the main role for this certain shot is to provide the content. It shows the establishing shot shows the audience the setting what characters are involved and the background also all the details all in one frame.Once the establishing shot is commenced we can quickly change it into a medium shot or close-up which would be very effective and engage with the audience. For example, if we start the scene with a close-up of the protagonist conversing with someone, the audience isn't aware of where the location is, who the person they're speaking to is and have no sense of the time of day these all can  fit in correctly in one frame with an establishing shot as the audience can expect to see all this there. 

Another advantage of including an establishing shot is that it shows the full body language and it can depict and say a lot about the character. It communicates what the person is feeling. For example if they're confident they show this through there body language. Body language aids in showing the emotion better and it can also provide a creative alternative to using close ups most of the time. The actors we will cast are going to have diverse strengths and weaknesses. And we may design the shots around these differences, the types of shots used may depict on that. An establishing shot makes the scene stand out more and engages within the audience as the weather could be beautiful and if we show it in a great way it can show a real good scene which would attain the audiences attention.

Progress 24/12

Since last week I have managed to do a lot and develop more idea's too. My aim previously was accomplished as I wanted to be in charge of making the questions example 'what kind for teen genre series are you interested in' And I did this as I printed it out gave some sheets too my group and separately we want away to ask a wide range of students to get the answers reliable as it's very important to us. From my answers I identified what teenagers preferred adding it up altogether the group concluded we were on the right track, what I think was useful was only pin pointing main teen drama's clearly having another option for 'other' but mostly picked Pretty Little Liars which we were predicting. This outcome is useful as we want to base our idea on suspense etc. What we took on board and are trying to develop is our title-sequence more feel we should have a suspense type this is going to be challenging as we have a few seconds to do so but if we analyse the right sequences this will enable us to get an insight on how ours may be and we will develop it from there.

So since previously sir set us a few tasks to do which I didn't state in my progress section as I had it written out on document. Since then I had looked into detail on the MEST 2 work which we had to read the mark schemes, look into the briefs etc. I took the main bits which I think is vital for our group to continuously look back in for more information and keeping on track according to what the want and need. I had learnt a lot from this as it taught me what more I need to add and the thing I thought which was interesting is 'originality' and we need to show we have done this by getting inspired. So that's why so far I analyse two famous teen dramas and analysed the title-sequence to give me ideas which I can share with my group so we can look into how ours is going to be like. And I looked at the opening of 'inside man' the location and sequence was very effective which again I will be sharing with the group in our next meeting as the camera angles, music etc is very effective. Another thing I looked into was OFCOM research again this informing us about 'pre-watershed' the rules in which we need to follow which is very beneficial information to look back at.

Aim: continue analysing images of diverse locations which I could share with my group as we could use a similar one in our production. Look at different camera shot's in which we can use. Keep on analysing openings/title-sequence get idea's. Look into suspense carefully what type of lighting/costume/setting we could use.

OFCOM research

The importance of the Watershed at 9.00pm it was used principally as a guide to likely programme content and allowed parents the opportunity to exercise control over their children’s viewing. In answer to a question within the research, most respondents (89%) felt that programmes shown before the Watershed should be suitable for children to watch. When the research questionnaire asked if all programmes should be able to be shown at any time (and parents should take full responsibility for their children’s viewing), two-thirds of respondents disagreed.

Children under ten are the most vulnerable and need protecting from things such as sex, violence and swearing.  Viewers and listeners make a contrast between channels which appeal to a wide ranging audience, including children, and those that attract a smaller audience, unlikely to appeal to children. Although broadcasters of these channels still carry a responsibility towards a potential child audience, the majority of homes do not consist of 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 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 vital role for  parents and carers with children aged 5 to 8 and trust in pre-watershed programming is essential. It is also important that the content of pre watershed trails is appropriate for the time of broadcast.

Some programmes scheduled to start before the watershed and finishing after 9:00pm  may be of special appeal to children, especially during school holidays. Depending on the channel and audience it attracts, viewers can be concerned at strong, adult material immediately after the watershed when a significant number of children could still be watching television.

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. Ofcom does not expect it to be a frequent occurrence that a broadcaster would wish to include material that condones, encourages or glamorises the use of or (where relevant) abuse of these substances. However where that occurs e.g. in a movie that pre-dates the understanding that smoking was linked to cancer and other health effects, then the editorial justification for such material must be carefully thought through. In this example the historical context and the integrity of the film, could be the editorial justification.

Violence exists in life and, as such, will be portrayed and reported on by television and radio programmes. Many citizen-consumers are very concerned about the potential impact of violence within broadcast material upon society and, in particular, children and young people. Violence covers a wide range of behaviour and different situations and children’s reactions vary, depending on their age group and individual sensitivities. Audience research is inconclusive about the direct influence of violence on behaviour, but does highlight how children interpret violence and what reduces its impact and what causes distress.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 recognise 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.

‘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.

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.’


Looking and researching this I have learnt it is vital not to use things such as weapons, drugs, showing sex scenes, smoking, swearing. Because pre-watershed really means children watching it and it can have diverse effects on them in reality. So as a group we need to take this on board and make sure we don't fail to heed this as it's very important. I can keep coming back to this research I have picked up double checking if what we're doing is allowed or not. Making it easier for us in the group. 

Research & Planning: Analysis of opening scene

When I saw the opening of this I fell in love with it as it gave me brilliant ideas and it's just so engaging! Although it's not a great meaning type of suspense, it has a lot of drama in which we're looking for and I think it's good to look at other potential openings to get inspired. When the actor or protagonist  is finished with his dialogue there's a fade out into the opening sequence which consists of an Indian sound track being played but an up beat one and showing the fast shots of diverse places, scenes. This is a digetic sound as the audiences are expecting a high up beat sound to be played during the sequence as if it was rock it wouldn't quite make sense and if they wanted to confuse the audience they'd include this. But having a foreign language engages the audience to tune in with the beat as it's very entertaining during the fast shots being shown.

Focusing on the sequence mainly as it can give us ideas when opening our sequence. The sequence starts of with an establishing shot of the setting with the sky looking bright blue, showing it's a beautiful day. The way the names are showing up it's very effective as it's symbolising the lock to the bank kind of thing which foreshadows a vital storyline in the film. We can use a similar theme when having names up on our title-sequence and kind of shape it in a way/form which would keep the audience attained and could possibly cleverly create a significant meaning later on. Creating enigma and action codes. When we see an establishing low angle shot the camera is panning left whilst the screen names are being shown, this is effective as this wouldn't bore the audience making them feel engaged towards the sequence being shown. In line with this there consists of a reflection being shown of the sun when their is a blurred effect this depicts a sunny day, and also engages with the audience.

The camera moves in line to the beat of the song, when the chorus or lyrics aren't in the music the camera tilts upwards and pans side ways slowly creating a high-angle shot were the official title is pronounced 'inside man' clear and in the middle gaining the audiences clear attention. From their the audience are encouraged to gaze at an art work which there not aware of having a close-up view on this then showing a long-shot of the road and car moving. Then their consists of fast shots of various of art images representing or conveying a certain message to the audience that it may be significant later on. This allows the audience to get thinking is happening their consists of shot/reverse shot of close-ups of the art images this is been done continuously reminding the audience that it's something important which they should keep in mind as it's being shown throughout. We see the same van stop and when it's ready to leave their is a title been taken place showing the big buildings allowing the audience to see the setting/location. What I feel is most encouraging is when they're under a bridge driving the audience are encouraged to look upwards focusing on the different camera angles this is something that get's the audiences attention keeping them entertained. In the rest of the sequence their consists of shot/reverse shot of various of things which is very affective.

The target audience for the certain 'opening-sequence' would be aimed at 13-49 year old  I picked this as teens would be excited looking at a different country especially when there's a vast variety of camera angles being taken place allowing them to feel engaged continuously. Also the audio is vital too as it keeps them entertained. For the older ones it would too as it consists of architecture showing art images having this in fast shots would attain their attention which is good. When doing our production we clearly can't make it this long but what we can do is shorten it out so we can keep to our time limit also, when we do our title-sequence the screen names we can have it in the style/shape/font according to our story line as it can cleverly foreshadow and convey a good message to the audience keeping them motivated and entertained as it's for teenagers.

Research and Planning: Analysing title-sequences

Pretty Little Liars is something which is inspiring us by far as we want to build our production on Teen-drama but revolve it all around suspense. As we want to include a title-sequence for our production I wanted to look at Pretty Little Liar's one and perhaps get idea's as when I saw it there consists of tension and building suspense for the audiences which I think is effective. The title sequence is consisted of merely a small story showing a dead person and then the four characters which foreshadow playing a significant role. So they are introducing the protagonists who look like are going to resolve a dilemma by their body language and facial expressions but more so, the clue lies in the lyrics 'secret can you keep it.'

This opens with an extreme-close up that represents the character who is dead. It shows her eyes, and we can see the glittery make-up on her (costume). The audience can identify the eyes not moving which aids in showing that she isn't alive. Their consists of another close-up that shows the lip gloss being added on to her lips, it shows how pale it is this is significant as it's conveying the message to the audience which is she is dead. This too being a close up of her feet showing that someone's tying it for her, which represents yet again she's dead showing someone is in fact dressing her up. This follows on with another close-up shot of her hair being curled, then someone applying nail vanish on her nails. Using close-up is useful as the audience are clearly able to identify the expressions and body-language enabling them to identify that she is indeed dead. 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.

Their consists of digetic sound which emphasises the characters emotions allowing the audience to feel the same way as the characters, as it lies in the lyrics "secret can you keep it" it seems that the characters in the title-sequence are aware of the deep secret and through their body and facial expressions the audience feel nervous for them too allowing them to sympathise for them. 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 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 of their seats allowing them to feel dissapointed. And the action code adds suspense and foreshadows an event to occur which is being taken place in this title-sequence.This allows the audience to make assumptions and would get them engaged into finding out the problem and solution which is going to be placed.

Focusing on the 'previously part' and the title sequence the time it takes for this to be taken place is only 22 seconds. The opening starts of with the actor (girl above) pleading for forgiveness for her boyfriend not to go. Having a mid-shot of the two characters allowing the audience to identify their facial expressions and boy language clearly, allowing them to be engaged and feel the sense of emotion. Then straight away from a fast cut shot the audience are encouraged to see another actor in the series having a close- up to see the emotions. Then their consists of a shot/reverse shot to the same actor in the beginning having an over the shoulder-shot of the two characters whilst this is happening their is a close-up as it get's the audience more engaged into what's been taking place as for example, their crying it wouldn't be helpful if it was a long-shot as the audience wouldn't see their facial expressions clearly having a close-up therefore makes it more so powerful. 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.

Whilst the opening is being show this their is continuous use of fast shots depicting the short vital snippets of the previous series. Below it says 'previously' this is to give a short recap of for the audience's who may of forgotten some bits. And it keeps them informed and they remember 'oh that's what happened' as the media offers a wide range of programmes so this also is a 'loyalty reward' kind of thing for the audiences as they are allowed to see what happened before, this is useful as the regular audiences would continue watching it as they're depicted as loyal ones. Moreover for the previous scene their is a vast use of handheld- camera continuously this is useful as it keeps the audience engaged into watching the series. From this I'm assuming their is a continuous use of handheld-camera as the scene shows stereotypical teenagers getting into trouble, smoking, drinking etc. If this is shown with handheld-camera the audience are encouraged to follow the action. Allowing them to be in a point of view of some of the protagonists which would consistently keep them engaged. 

After the previous clip the title-sequence commences the audience know this is going to happen when the beat to the sequence is commending louder and louder. Eastenders E20 is influenced and from the original series 'Eastenders' the difference is the protagonists in here are teenagers were as in the original one all the actors are mainly adults. Therefore to attain the correct audience for this series the title-sequence is remixed into an upbeat 'tune' which the teenagers would prefer in this generation attaining their attention. It uses the same 'map' but in the other Eastenders the sequence is slow where as this is very fast. And whilst this happens it says the title on the screen in red, but in the background in monochrome it shows the diverse actors. For example one of the first actress we saw in the beginning she is shown in the title sequence with all the roles she plays in the forth coming series foreshadowing this to the audience, it represents their personalities in fast snippets during the title-sequence. This engages with the audience as they get an insight in the characters and get's them more so motivated. 

Group Progress

As a group we have been conversing with one other about the diverse ideas we had developed and had finally came to a conclusion or agreement. Listening to each other taking each other's idea's in mind we concluded with what we thought initially would work out. However we still will continuously carry out research and develop on our final ideas. This was our third meeting together on 17/12/12 we have noticed the progress as the first one was draft but talking amongst each other via chat we all have given one another clips to watch, idea's to take on board etc. We have furthered into the stage were we are planning our idea step by step coming to a draft of a storyline and script which we produced and allow us to further on us developing and enhancing our ideas. 

This is the first draft we completed for our storyboard we know before staring a storyboard a script is vital but we wanted to visually create the scene, and see it through the angles how it'd look and if it would fit the correct scene. This will by all means aid us when doing cinematography work, as we can discover what types of shots we want to involve and can identify the timing too as we don't want to go over and do well by meeting the required limit, so we need to be able to sustain the amount this would give us the idea of what stage were at and when were doing the final draft of the storyboard we can take a look back at this. And see in what areas we have developed in and what we have learnt. 

Research & Planning: Results from Questionnaires

All of our groups had the questionnaire sheets and went out too ask different people for answers, these are my sections of answers I found out. From my series of sheets I have learnt that from the first question half of the people voted for comedy and other half chose drama. This is beneficial anyway because we want to do Teen drama so they'd be engaged throughout. The reason for why we left comedy out is as much as it's good having a challenge it could be very hard entertaining the audience and starting with comedy for two minutes only. So picking drama including suspense would be easier and audience could engage more by means of our knowledge put in this, as we are expecting to want to feel that sense in watching more. Most of the pupils picked E4 for watching teen-series this is what I expected as researching the institution I discovered that the series were indeed very popular so most teens would watch it and engage within it.  'Pretty Little Liars' is our inspiration from E4 as we have analysed it and seen how much suspense their is throughout continuously. We can learn from the camera angles, effects, sound and lightings which all build tension and create suspense. 

Yet again most of the pupils said they watch Pretty-little liars which again is affective as that certain series depicts off a lot of suspense and drama which we could use when producing our final clip. As a group we wanted to find out what engages the teenagers to watch what they are seeing. I discovered from my gathered research that most are engaged with suspense. Whilst they were answering I questioned them why, most of them did say because it keeps them entertained and excited for the next time they are watching it. And it get's them thinking like who could that be, who died why did that happen what the cause it is for the problem. Likewise in our 2-minute opening programme we want to encourage our audience to feel that way too wanting to think what's going to happen next, having that certain mind frame. Out of 5 sheets we saw how most said they'd like a suspense title-sequence the reason being as if their viewing a teen-drama a suspense title-sequence is something they'd like a therefore be engaged with. We discussed this in a group previously and thought about having a short suspense title-sequence with bright colours to attain the audience's attention. Many did say the liked our idea and thought it was original however one person did feel as if they wanted more characters in the opening as it would draw the audience and allow them to be introduced like a real series. This is something I'm going to consider and converse with my group members as it is a vital point to be brought up.

Research & Planning: Questions to ask our audience

What type of Teen series are you into?

a) Drama

b) Comedy

c) Thriller

d) Action

e) Romance

    Other (please specify)

What channels do you watch when tuning into your teen-series?

a) Channel 4

b) BBC THREE

c)  E! Entertainment

d)  E4

    Other (please specify)

What teen-series do you watch?

a)   Misfits

b)  90210

c)  Waterloo Road

d)  New girl

e)  Eastenders E20

f)   Pretty little liars

g)  Gossip Girl

h)  Friends

    Other (please specify)

What engages you into watching the teen-series?

a)  Location- what about it?

b)  Lighting- how?

c)  Characters/Celebs- why?

d) Suspense?

e)  Costume/Make-up?

f)   Narrative?

g)  Director?

    Other (please specify)

What sound would you want to hear when title sequence is shown?

a)   Loud

b)  Silent

c)  Suspense

d)  Funky

e)  Rock

f)   Hip/Hop

    Other (please specify)

What do you think of our idea?

Our Idea is as it’s only a 2 Minute opening we were thinking of having a suspense type of title-sequence and then showing a similar theme throughout, having a girl running in a building she’s afraid of her past coming back in her life. This is shown in her body language and facial expressions effectively, creating suspense for the audience continuously. Our locations would be very effective, as having west fields as the background scenery this would engage with our audience we feel. Then we have a train scene, were the girl goes back and looks for the past but audience are unable to identify the person, there not aware of who he is, why he’s there and what he wants. And we leave it as that, only having 2-minute opening sequence.

Good/Bad

If bad how could we improve on our idea to allow the audience to engage with it? 

What we wanted to Identify

We made these series of questionnaires and had given it to diverse students between the age of 13-18 this is so we capture diverse opinions which would help us in developing our idea. We have given a few open and close questions so we can clearly see what the audiences would prefer and like. As this would be meeting their aims being part of the socio demographics, and therefore would move them to be engaged into our production. Asking the audience on the type of genre is vital as we could take this on board seeing the most popular one and making our decision upon teen drama, we could develop areas in which we can add. Our questionnaire is consisted of having the audience gaze upon our idea, this is beneficial as they can identify the type of clip we want to deliver. Below this we have asked whether they think it's good or bad or if they can add any more ideas which would enhance in our ideas etc. We asked questions whilst they were filling it in and we looked for people who were free and weren't busy as we wanted valid and honest opinions, because we can't afford to have false ones as this may fail in gaining true responses. 

MEST 2: Notes

Task: Produce the opening few scenes of your TV programme establishing narrative themes, characters and location. You could include a title sequence and your finished product should be approximately two minutes long.

Media Language/Forms

As a group we need to include media language and be able to show how it influences the meaning of the film production we are creating. This would be done by using media language that will imitate our media form. This will come from us researching existing programmes and analysing the conventions. We have to continuously consider genre and keep analysing diverse series as it will develop and enhance our idea, also we would be able to have more knowledge into setting the 'appropriate media language'. 

Audience

Have to look at how to identify our target audience and how they would engage, and how it would appeal and address to them correctly. We can again look at diverse range of teen-drama's to and research more about the socio-demographics to understand fully what type of audience it addresses to, and if ours fits in too. We have identified the connection between the audience and the production as in serials there are various use of slang, this is so audiences can engage as they use this term of language which therefore builds some sort of connection. But if for example, Eastenders E20 had formal language the audience wouldn't be able to stay connected so this is another vital element. Understanding this has helped us into our ideas, as we are aiming more at teen females then men as they like drama, suspense and that type of love story. Because we feel as it's Pre watershed we cannot use 'drugs, swearing, violence' and this would attain young teenage men attention as this is what the society is depicted of today. But having a 'confused love story, with suspense' would attain the females attention, as if you look at twilight mostly the target audience is females. We need to undertake research in number of areas that allow us to approach our production in a knowledgeable way. Were going to demonstrate the outcomes of our research in the planning of our productions.

We need to consider all these as this would influence the way we make our media language choices;

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

We need to acknowledge codes and conventions of the forms. Like for example, 'Conventional opening sequences for dramas tend to contain vital narrative information having where, when, what and who.' This is something in which 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?

Planning

Broadcast consists of having:

• Storyboards, scripts and shooting scripts
• Details of location, costume, mise-en-scene etc.
• Plan for post production effects, inter-titles-which is a printed narration or a portion of dialogue flashed on the screen between the scenes of a silent film.

Evidence of Research and Planning in Productions
At the end of this our form and genre codes should be recognisable. We need to offer something that has been an encouragement by our product that we have produced. Our target audience needs to be very clear. We need to meet the needs and requirements of our target audience. 

The knowledge in which we have attained from our research should be the starting point for our evaluations. I have to acknowledge the consider of my own work against the knowledge of the way the product is constructed.

These questions can help me in 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’ summarising pre-production research and its impact on 

the planning of the productions

• Written evaluations of existing products – focussed on media concepts

• Annotated existing products – focussed on media concepts

• Summaries of findings showing institutional research

• Summaries of findings showing ‘academic’ research

• Justification of the selection of target audience 

• Identification of audience needs/expectations with evidence

• 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

Productions

We 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.

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. 

The errors in evaluations are:

 Using the evaluation to describe the process of research. I  should show 

how I am able to use the findings from the research

 Using the evaluation to describe the production process. I should analyse the productions not the act of producing. There is no benefit for me in retelling tales from the production process nor identifying software/technical issues

 Using the evaluation to describe the products myself. Description of the 

products is redundant. I need to identify key media language choices 

made in production and explain why these choices were made and/or what effect 

they have. Analysis of the products need's to link to media concepts and/or 

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.

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.   

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.

 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 the light of the candidate’s research (AO4).

At the top of this level work will demonstrate considerable attention to detail and a genuine sense of engagement with both the chosen media and the subject matter.

Progress 17/12

So far I have researched the E4 Institution from this I have understood about socio demographics of the audience E4 fit's into, this was beneficial for me as I could share this with my group. Talking about how this will be able to help us, as it would impact on our video because we need to be fully aware of what kind of audience the programme relate too. And how can we therefore make our production to fit their needs. Everyone in my group, have taken on different channels which we think links to teenagers. This is consisted of Channel 4, E entertainment and BBC three and E4. We have learnt and taken into consideration different ideas, and learnt that the audience is very similar. So we have the knowledge of the teen-audience as researching the institutions.

Aim for further knowledge of target audience: As a group we want to make our own questions for example what kind of teen genre series are you interested in? And ask a wide range of students at green ford high school, to make it fair and more reliable. This will help us more, as we will be able to take on board more idea's which can fit our target audience and we will therefore be able to adapt on them.

Another research and planning I have been doing is taking photographs, location is a vital element in our video as if the locations aren't correct it will confuse the audience. Moreover me being a teenager and finding out from diverse institutions teens are more likely to engage of the location is good. For an example if someone's doing drugs or something like that it wouldn't be right if he was doing it in a park on a sunny day where kids are around, having it in an alley way were it's dark makes more sense as the audience would understand engage and be interested in it. That's why I feel like it's important to take this into consideration, and start of by taking pictures of which I think may be valid later on in our video.

Aim for photography/location: My aim is too continuously take photographs of diverse locations, suns, backgrounds anything which I feel will be valid and in line with our clip. As it'd be easier for when shooting because as a group we'd know and I'd know where we can shoot it, and so forth and as well as me being the leader of locations it's important to get it right and easier if I start now by taking photographs.


WWW: we all have great diverse ideas that could be involved in our final production. Doing a lot of research and planning and continuing to do this we have found interesting locations which would be useful for us in the final production.

EBI: we continue on doing detailed research and we have to complete our task set by Sir and we will do this by having another group discussion and setting an action plan and deadline.

E4 Institution

E4 is a British T.V channel, which was launched as a pay-TV with channel 4. 'E' stands for entertainment, and it's aimed at 15-35year olds. Their is aim to provide a cutting edge for young audiences.They aim at young audiences by making sure they remain engaged and they want to entertain a young and discerning audience by having good quality drama, comedy, features and having diverse entertainment formats. They've gained a very strong reputation by show casting american series for young audiences. The programme is on freeview, sky, DSAT and cable also having it in HD would increase the audience to watch it as it's accessible. 

The programme features series such as inbetweeners and Misfits which are both written by older writers who are influence by youthful voices using today's slang. This engages with audiences as it would attract them, and the dialogue isn't strained at therefore is aimed at these type of audiences. From the socio demographics category it would therefore be aimed at  C/D/E as  unemployed, students could relate to most of the episodes being show castes  As it's mostly depicted stereotypically allowing the audience to engage further, also being the same age group too will allow them to relate to some situations etc.

Characters in Skins, Misfits and The Inbetweeners are morally good, and are lovable. Like teenagers now a days. There's a balance which E4 is being able to meet as the character's don't sound exaggerated and crude. This captures the audiences mind and would get the audience too believe the show is actually for them.

Pre-watershed is before 9 pm showing and has no swearing or nudity so young viewers aren't able to see it as they are viewed to be in bed by then. The scheduling before 9 pm are shown below, their are a lot of repeats but what is noticeable is that for an example their are two repeats of 'The Big Bang Theory' and then a new episode later on. This gives a chance for audiences who haven't had the time to watch it, mostly who have busy lifestyles aimed at audiences above 20 years old. So they can just tune in the evening whilst they are relaxing, and are able to watch their show without any problems.

• 6:00pm The Big Bang Theory- This is a repeat show
• 6:30pm The Big Bang Theory- Another repeat being shown
• 7:00pm Hollyoaks 
• 7:30pm How I met your mother- A repeat show
• 8:00pm How I met your mother- Repeat
• 8:30pm The bing bang theory

Skins and Misfits have time and budget. As E4 can fill most of its schedule with repeats and therefore are able to concentrate on the home-made hits. However, it's beneficial to have a few very good shows than all shows just doing 'okay.'  E4's episodes are funny, sad and believable. Which would want the audience to watch it as they can perhaps relate to a few things, or see it as banter (comedy) and just unwind and relax.  

E4 viewers demographics are;

• Under 18-  63%
• 18-24- 29%
• 25-34- 5%
• 35-44- 2%
• 45-54- 1%
• 55+ 0%

Female 59%

Male 41%

As we need to complete a Pre-Watershed opening 2-Minute programme we need to create an affective one, looking at this shows how we need to target at under 18's and take on board what they want in which they will be able to engage in. Also as it is Females who are most likely watching it, we could have something that relates to them as they are most likely interested in drama, emotional and believable series which would get them interested.