Section A

1A


Digital Technology

Describe how you developed your skills in the use of digital technology for media production and evaluate how these skills contributed to your creative decision-making. Refer to a range of examples in your answer to show how these skills developed over time.
My skills in the use of digital technology have advanced from my AS to my A2 production. At AS I created a 2-minute opening sequence to a horror film and at A2 I created a music video, advert and digipak. I will begin by discussing my use of these digital technologies within my AS production and then how these skills have progressed at A2.
During the pre-production stage I uploaded all of my planning onto blogger.com. Blogger is an example of web 2.0, which is a form of interactive media. It allows a platform for collaboration as I was able to continue updating throughout the project and others could view my progress. I also used other websites such as Prezi and Slideshare to create powerpoints and upload documents, which I was then able to place on my blog via an embed code. All of my planning was carried out on an eMac, primarily using software such as Microsoft word and powerpoint. The operating system on the eMac had quite a steep learning curve when compared to the windows systems I was used to using. It therefore took some time to familiarise myself with the way it worked. I also found that the eMacs weren’t very powerful and therefore caused long periods of waiting time when opening programs. Finally, during the pre-production stage I used iMovie to create an animatic. I drew out a storyboard and used a Nikon D90 to take a photograph of it. I then used Photoshop to cut out each frame and save them as individual images. This allowed me to drag and align the images on the timeline within iMovie and add a voiceover on the audio track, which was recorded using a flashmic.
The production stage of my opening sequence required the use of a video camera. I used a Song hard drive camera to capture all of the video for the sequence. I had already had a chance to familiarise myself with the way the camera worked during the prelim task and it also gave my ideas about the ways in which my shots would be framed. I also used a Nikon D90 to take stills of the location for use in post-production.
Finally, during the post-production stage I used Final Cut to edit together my video. I imported my video from the camera onto the eMac using a usb cable and converted the files to .DV format so they were compatible with Final Cut. I then used basic editing techniques such as the razor tool and in/out markers to create my video. I also included a reverse effect and altered the speed in some areas of the video. I used Photoshop to create a company logo using stock images found online. I utilised many different functionalities such as layering, opacity and blending modes. I also used Livetype software to create the titles for my opening sequence. Once I had adjusted the font, size and colour and altered the animation, I then rendered it out for use in Final Cut.
At A2 my pre-production methods were much more advanced. I used blogger.com to collate all of my research, the same as at AS, but this time I was much more efficient as I was already very familiar with the way the website functioned. I also created a lot more posts as was required for a more advanced production. I also used iMovie again to create an animatic however, this time I did not include a voiceover, instead syncing the images to the song I planned to use for my music video. I felt this process was much more effective and it took my very little time because I was very familiar with the program and was able to utilise marker functions, which made the process very easy. I used much more advanced equipment for my A2 production as all of my research was carried out using an iMac. This was noticeably more powerful than then eMac but had a very similar feel, one, which I had gotten used to. This allowed me to use it very efficiently and effectively.
The production of my video went a lot smoother then at AS as I already had some experience of organising timing and locations. At first I used the same camera as at AS but I felt the quality was too low and it would affect the quality of my production so I decided to re-shoot using a Nikon D3100. This allowed me to shoot in much higher quality and I was also able to utilise a pull-focus and a more effective zoom feature, which were very useful in creating a realistic music video. I also used this camera to carry out a photo-shoot for my digipak and advert. My experiences from AS helped me to organise the shoot with detailed planning of each shot that I needed for my products. My knowledge of the camera also helped me to produce quality images, which I transferred to the iMac via a USB cable, ready to be edited in Photoshop. Finally, during the production I used my phone to contact participants and ensure they were aware of what they needed. I also used my phone to play the track, which enabled the band to play along. This later aided the editing process, as I was able to sync the audio track in Final Cut to the audio track that was recorded in the video.
The post-production of my music video was mainly carried on using Final Cut as I edited the video together. I was very familiar with this software as I had used it during my AS production. This enabled me to produce a much higher quality product with more advanced edits. Final Cut is a non-linear software so I was able to begin editing different parts of the video which allowed me to work around any areas that I still needed to shoot. I was able to utilise different effects such as reverse and black and white. I also used a fade to colour technique, which was very successful. My post-production also consisted of Photoshop as I edited the images I had taken for my digipak and advert. I used the software to create a template and imported the images into this. I was able to use many of the different advanced tools to create a sophisticated production.

Post Production

Describe how you developed your post-production skills for media production and evaluate how these skills informed your creative media practice. Refer to a range of examples in your answer to show how these skills developed over time.
My post-production skills have advanced greatly from my AS to my A2 production. For my AS production I created a 2 minute opening sequence to a horror film including titles while at A2 I created a promotional package including a Music video, digipak and advert for the sony ‘Since You’re Gone’ by The Pretty Reckless. A significant development of my skills from AS to A2 was required as the products I created were different mediums. I will begin by discussing my use of different post-production skills during AS and look at how these have developed during my A2 production.
During the post-production of my AS product I initially started the editing process using iMovie however I felt that the limited range of effects and very simplistic editing style limited my creativity. For example, I wanted to create a reverse sequence in black and white and overlay titles from Livetype. iMovie didn’t offer me this level of manipulation and I therefore chose to use Final Cut to create my product instead. I found Final Cut a much better platform for editing as it offered expansive editing effects, which were easy to include and manipulate to suit the purpose. This definitely aided my creativity by allowing me to experiment with different time effects such as slow motion. This allowed me to choose the most appropriate edits to use in my final production, which were desaturation, reverse and speed up. I did however find that Final Cut came with a very steep learning curve and at times was very hard to use; with no preview available and long rendering times, editing often became a very lengthy process, requiring a lot of revisions. The rendering times were greatly affected by the eMacs I was using to edit, as they weren’t very powerful.
Experience that I gained with Final Cut during my AS production greatly aided the production of my A2 work. I felt a lot more confident using the software and things I had struggled with during AS such as applying effects to a clip were no longer an issue. My skills had also developed to a point were I made a much more active use of Final Cut’s Non-linear editing interface. This meant I could I didn’t have to edit my music video in order and allowed me to continue editing, despite having to reshoot some footage. This ability aided my creativity as it made me consider the placement of footage and allowed me to move clips around freely to determine their most appropriate position in the video. The layered interface of Final Cut meant I could layer potential footage on top of existing footage if I feel it is better suited. This way I didn’t loose any of my footage if I changed my mind later in the process. My A2 production also required the use of markers to sync the audio and the video. ‘Markers’ were something that I hadn’t used during my AS production and therefore show the development of my skills. The ‘Markers’ were a very significant tool as I used them to synchronise the audio waveforms from my video clip to my MP3 audio file. To do this I had to look for patterns within the waveforms and mark them using the tool. The effects that Final Cut offers are very advanced and have the potential to be used in a very creative way as they allow for detailed manipulation. I feel that my use of editing effects within my A2 product is much more than those in my AS. For example, I incorporated a sequence in which I utilised a fade saturation to bring a flashback sequence to the present day. This shows the way in which my skills in utilising effects to create meaning in the narrative have developed.
I used Photoshop during my AS production to create a company logo. Photoshop requires a lot of creativity to utilise the editing effects and create an image which is suitable. I used a number of different layers, which allowed me to introduce stock textures to my work by adjusting the blending mode and opacity. I also used the text tool to finalise my company logo by adding the name in a font, which I manipulated to suit the dark theme surrounding the horror genre.
My skills with Photoshop developed greatly with my A2 production as I used it to create both my Advert and my Digipak. I found that naming each layer that I introduced helped me to maintain control over my work and it increased my productivity. I feel that I used much more advanced editing techniques at A2 mainly through my use of blending images together. While creating the front cover for my digipak pasted images of my band members onto a background I had created. I then used the brush tool and altered the opacity to create shadows under the band members feet which made the images blend together. I also used this technique to alter the lighting on the rest of the image by adding a vignette.
My AS production also required the use of Garageband to create a soundtrack for the opening sequence. I found the Garageband interface very intuitive and I felt it had a varied selection of different sounds. However, I feel that because I only made use of the sounds in the library my creativity was limited. There were only a few sounds which I could use to conform to the horror genre so the soundtrack sounded very repetitious, although I do think it was very effective. I also used Livetype at AS to create titles for my opening sequence. At first I found this programme very complicated and I didn't understand how to render the titles but once I had gotten the hang of it I found that it definitely aided my creativity as I was able to change the font, size, colour and animation of the text. These programmes were not necessary for my A2 production but I feel that working with Garageband helped me to edit my video to the beat of the song.
Web 2.0 programmes are something that I utilised through both of my productions. During AS I used blogger to present all of my work and prezi to create a powerpoint for my evaluation. This was my first time using both of these websites so the unfamiliarity hindered my progress as I had to learn how each website worked. I found that this was not a problem during my A2 production.  These websites definitely aided my creativity, especially Prezi, which I was able to use much more competently, utilising motion effects and different colour themes.
I feel that overall my post-production skills have improved from my AS to A2 production and the more experience I had with a programme, the more I was inspired to utilise my full creative potential and create something with a much higher production value. 

Real Media Texts

Describe the ways in which your production work was informed by research into real media texts and how your ability to use such research for production developed over time.

Research and Planning

Describe how your understanding of the importance of good research and planning skills developed throughout the pre-production of your AS and A2 coursework.

1B


Genre

Analyse one of your coursework productions in relation to genre

I will be looking at the ways in which I used genre and genre theories to shape my A2 production; for which I created a promotional package. From this package I will be focusing on the music video that I created for the song 'Since you're gone' by The Pretty Reckless. I will discuss 5 theories in relation to my work and critically analyse the role that these theories played in the creation if my production.

David Chandler suggests that the world genre comes from the word 'kind' or 'class'. This implies that each genre is a group into which productions are categorised. I therefore had to consider my production in terms of genre to ensure my production would be classed in the correct category. The song I selected provided me with a genre that I would have to conform to which was Alternative Rock. This is a subgenre of Rock and therefore provides a specific list of conventions. Barry Keith Grant suggests that subgenres allow audiences to identify genres more specifically through familiar characteristics. These theories provided me with a basis for my research into Alternative Rock and helped me to underpin the defining characteristics of the subgenre. This informed my decision to include both a performance and narrative element to my video and also aided the development of my dark theme. Mise en scene conventions also helped to place my video within the Alternative Rock genre as I detailed my costumes around dark colours but gave the singer bright red lips to imply the anger and passion that is echoed in the narrative.
The reason it is so important to conform to the genre is, as Jason Mittell theory suggests, industries us genre to sell products to audiences. Each genre offers a set of ideals that appeal to the audience which links to Denis Mcquail's theory of uses and gratifications of media texts for audiences. I felt that his ideas regarding integration and social interaction were very important as he suggests that texts would provide a platform for identifying with others and create a sense of belonging. This theory informed my decision for the setting of the performance. I felt that by incorporating a garage-like setting it would imply that the band were practicing; this would therefore help the audience to identify as I'm linking directly to common themes seen in the subculture. Another of Denis McQuail's ideas surrounds entertainment which I feel I provided through the narrative element of my video. While my video creates a sense of belonging and is relatable through performance it also provides escapism through the dramatic narrative. By conforming to genre expectations in this way and providing my target audience with these 'gratifications' my product will have a much larger appeal which is how industries sell products to the audience.
Music videos are utilised as promotional tools for a band or artist. Richard Dyer suggests that their main purpose is to promote a star persona. In my video I built the singer's star persona through her performance and costume as she appears very strong and hostile which is a common convention for lead females within the genre. I also utilised MEAT shots to ensure the singer maintained focus to gain maximum promotion. My use of camera angles and movement were planned in a way that allowed the singer to occupy most of the time. A lot of my shots were inspired by other music videos from the genre as they tend to include a lot of motion which is something I tried to mimic in my video. Within the performance section she is also positioned in the foreground which emphasises her dominance, making her comparable to the likes of Taylor Momsen and Lzzy Hale.
Andrew Goodwin said that music videos are post-modern texts. This theory is echoed in my music video as I chose to draw inspiration from other mediums during the production of my video. For example, the narrative section of my video contains parallel realities which are tied together by a flashback sequence. This isn't typically something that would be featured in a music video but the medium allows for constant change. The use of a flashback to drive the narrative isn't a common occurrence within the genre but as David Buckingham suggests; genre is not simply 'given' by the culture, rather it is in a constant process of negotiation and change. This therefore suggests that while I am trying to conform to certain conventions that are relevant now, my production may affect how these conventions are perceived in the future. For this reason I feel that the consideration of genre is most important and I therefore felt compelled to incorporate the most important elements of the genre, such as the band playing their instruments and synaesthesia while editing.
Overall, I feel that my production conforms to a lot of the alternative rock genre conventions but I included my own creative elements as a form of negotiation and change. 

Media Language

The language of a film and television is defined by how micro-elements are used to create meaning.

I will be discussing media language in relation to my A2 media production for which I created a promotional package. From this package I will focus on the video that I created for the song ‘Since you’re gone’ by The Pretty Reckless. I will incorporate 5 media language theories into this discussion.

Andrew Goodwin’s theory suggests 5 common conventions of music videos; thought beats, narrative and performance, star image, relate visuals to song and technical aspects. The idea of star image is very important to the rock genre to maintain the artist’s rebellious Meta narrative. My video utilises star image to portray female dominance through both the narrative and performance elements. The Mise-en-scene directs the audience’s attention towards the singer who is often positioned in the foreground of the shot. Her bold makeup draws attention to her face, attention that is emphasises through the frequent use of MEAT shots. These micro-elements create meaning within the video and therefore define the media language. Goodwin’s theory also considers a music videos portrayal of both narrative and performance elements. I included both of these elements in my music video, cutting between them throughout. This is very conventional within the rock genre and therefore helps to define my production within the genre. The way in which the video is cut utilises thought beats, another of Goodwin’s points. This is the way in which the editing is constructed in time with the beat. Within my video, this helped to emphasise the atmosphere through the pace of editing. For example, when the characters are arguing in the kitchen the editing is much faster than when the female is depressed.

Carole Vernallis suggests 4 ways in which music videos create meaning through narrative, editing, diegesis, camera movement and framing. She suggests that editing will be used to create interest, which I feel my video conforms to through the use of the photograph burning reverse sequence, symbolising the reversal of time. Vernallis also suggests that camera movement and framing will be utilised to focus on the singer and will be in time with the music. I incorporated a lot of Meat shots into my video as a way to portray the singer’s dominance. Her aggressive performance draws focus from other elements and commands the audience’s attention. The framing of shots often features the singer in the foreground and therefore helps to emphases the dominant ideology of female empowerment. Vernallis also talks about diegesis, which is the ‘world of the video’. She suggests that this is revealed slowly within music videos and there can often be gaps in the audience’s understanding of time. My video definitely conforms to this idea as it begins with close-ups of band members, not revealing their location. This helps to create an initial sense of mystery, which will hopefully grab the audience’s attention.

The theory of Semiotics is something that is utilised in many music videos and other media productions. Charles Sanders Peirce suggests, “We think in signs.” This means that signs are often used in place of words. This is very relevant to my production because of the subtle ways I incorporated different signs. For example, the singer is dressed in dark colours but wears bright red lipstick. The colour red is implicit of love and blood, which is relevant to the narrative as she kills her boyfriend. The ways in which signs can be interpreted means the reading of a text can often differ; some signs will be overlooked while others will be analysed. Fiske and Hartley suggest the ‘3 orders if signification’. They propose that the first and second readings will be denotation and connotation but when these readings are combined they will produce a third reading; the dominant ideology. My music video utilises this idea to enforce the ideology of female dominance. This is done through the singer’s aggressive performance, with tight close-ups emphasising her anger and the low-angled shot during the narrative after she has stabbed her boyfriend. Media language is defined through these micro-elements to amplify the dominant ideology.

Stuart Hall’s theory proposes ‘how a preferred meaning is encoded’. The preferred reading of my video is female dominance which I portray through micro-elements and narrative structure. My narrative portrays a female reacting in both a 'weak' and 'strong' way. During the first argument she acts very passively and lets the boy go, while during the second argument she becomes violent and stabs him. By showing her in a passive way, this helps to amplify the implications of the stabbing; it is a very exaggerated way to represent her strength. The preferred meaning is also encoded through camera work and mise-en-scene as the singer dominates the majority of scenes. She is always positioned closest to the camera during band shots, with both the guitarist and drummer behind her. This portrays her as the leader. The narrative also utilises a shallow depth of field during close-ups to ensure emphasis is placed on the girl. This all helps to create meaning within video by implying female dominance, therefore defining the media language.