Locked In

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Isabella Rocha- Evaluation Question 1: In what ways does your media product use, develop or challenge forms and conventions of real media products?

Isabella Rocha- Evaluation Question 2: How does your media product represent particular social groups?

The use of stereotypes in our final product allows the audience to easily relate and identify with each character. We used iconic features related to scientists and science and the archetypal ‘mad scientist’ character to heighten the sense of danger and suspense.

The stereotype of the scientist stays consistent throughout the film however the stereotypes of the teenagers do not. As our target audience is mainly young adults we wanted to portray our main characters in a positive light. The events within the narrative would mean that the characters would defy their stereotypes on order to help each other to survive and in turn lead the audience to question the stereotypes introduced at the beginning of the film.

Isabella Rocha- Evaluation Question 3: What kind of institution might distribute your media product and why?

Isabella Rocha- Evaluation Question 4: Who would be the audience for your media product?

Isabella Rocha- Evaluation Question 5: How did you attract/address your audience?

Isabella Rocha- Evalation Question 6: What have you learnt about technologies from the process of constructing this product?

Pre- Production:

 

 

Production:

Post Production:

As a whole, through this project i have learnt how the development of technology has made the production of different media products a lot easier and more flexible; softwares are accessible both at home and at school and the internet allows us to be more independent and learn how to use softwares without having to depend on teachers for help and guidance. I would have liked more time to develop my skills, especially on After Effects, as I feel that our titles could've been even better if we had more time to research and explore the software.



Isabella Rocha- 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?

Continuity:
In our preliminary task we didn't really show a good level of continuity so in our final product we made it our priority to match on action effectively. Even though the majority of our opening involves parallel editing we did iclude 3 different continuity sequences.

 Sound:
- The sound in our preliminary task was quite poor as we hadn't personally composed it and there was a lot of background noise. To combat this in our final product we took off the background sound off most shots and controlled the background noise in the shots that required sound.
- We also experimented with a voice over in our preliminary task and found it effective so decided to include one in our final piece.


Camera:
- In our preliminary task a lot of the framing was not straight and not very weel composed:
- We were much more careful when fiming scenes for our final product.

Aisha Kemp: Evaluation Question 1 - In what ways does your media product use, develop or challenge forms and conventions of real media products? (i.e. of film openings)

Aisha Kemp: Evaluation Question 2 - How does your media product represent particular social groups?

Both Cassie and Jason in our film 'Locked In' portray the stereotypical representation of teenagers belonging to cliques. After our audience research and discovering that our target audience is teenagers over 15, we thought that the idea of having stereotypical characters would appeal to our audience as they would be familiar with the stereotypes. However, as our film is an independent film, the decision to portray stereotypes and archetypes wasn't very successful as it is usually mainstream films that would use stereotypes. Like the film 'The Breakfast Club' we wanted to introduce our characters in a stereotypical manor, yet, the rest of the film would invite the audience to question such stereotypes.

Cassie from our film 'Locked In' is very similar to the character, 'Regina George' in the chick-flick film, 'Mean Girls'. Both characters are very dominant and want to be followed by their peers. The two girls represent the type of character who would be the leader of a clique such as 'the populars' in a school. We tried to represent this character in Cassie through the mise en scene of her costume such as her pink lip stick and her studded boots. The action of Cassie popping chewing gum also highlights her bossy and 'I don't care' attitude and mirrors aspects of this cliche.
     

In 'Locked In' Jason is a stereotpyical representation of sportsmen. In the film 'The Breakfast Club' Andrew Clark is the schools jock. The popularity that he gains from his status is also portrayed in Jason. Like Andrew, we have dressed Jason in tracksuits to represent his cool, laid back and confident attitude. Both characters represent the role of brave and manly show offs.