First Draft Evaluation {[Jess}]

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

Through extensive research into the social realism genre and general British films it was not hard to become inspired. The short comedy film by Jim Field Smith called ‘Goodbye to the Normals’ gave us our original idea of a young boy running away from home. As we felt this idea was simple enough to use Todorovs’ narrative structure theory
• Begins with a state of equilibrium
• Followed by a disruption
• Then either a repair or an attempt to repair the damage of the disruption returning to the equilibrium

For example Mike Leigh’s ‘Happy Go Lucky’ it begins with a very slow pace, which is fairly consistent throughout besides at moments of disruption towards the middle end. Andrea Arnold’s ‘Wasp’, however, begins with a fast pace and remains a tension the entire way through. As our film is only five minutes long we preferred the slower pace, as it was more suited to our storyline and doesn’t leave the audience with too many unanswered questions at the end.

In terms of representation our main character is a working class, young white male, around the age of eleven. We needed to take into consideration stereotypes that already exisit and if we are going to re-enforce them or go against them.

In terms of costume he perhaps does re-enforce the stereotype of a ‘hooded teen’. Wearing a ‘New York Yankees’ hoodie, with un-matching ‘le coq sportif’ tracksuit bottoms, even with details as small as his laces being untied gives messages to the audience of him being untidy. However contradictory to this within the dialogue he is being more mature, and the audience is positioned to empathize with his decision to run away. The second character the audience is introduced to is an older more middle class looking man, wearing smart casual attire, with grey trousers and slicked back grey hair, he is around the age of sixty five. The fact that the audience is positioned to see him as an authoritative figure and someone to be looked up to by the young boy perhaps says to the audience that a higher age and social class is something to be respected, more so than the other characters.

Stephen Daldrys’ short film ‘Eight’ helped inspire us as although the boy is younger than the one we used they are both dealing with issues surrounding family life at home, such as divorce. Divorce is becoming more and more apparent in modern day Britain therefore we felt it was relevant. As the writer of the script I found it difficult to try and see it from a young males’ point of view. In order to overcome this I spoke to some young males who had been through a similar thing, and asked them if what I had written sounded too mature or cheesy. I still do not feel entirely confident with what I wrote for the voiceover as I had a relatively short amount of time in which to write it. However I do feel that I did the best I could to try and relate. And the feedback I got was generally positive.

Here is a copy of the final script used
'We used to go to the beach all the time.
Me, mum and dad.
Do they even remember?
We used to spend every Saturday on the beach, eating chips.
And when it was cold I’d complain and want to go home.
Well… I’d never complain now.

If we were all here. Together.
Haven’t seen dad in ages now.
Mum says I’m the ‘man of the house’
That means I’M in charge
So I can do what I want
And if I wanna go to the beach for the rest of my life. I will!

Everyone thinks mums new baby is SO cute
They used to think I was cute.
Not now, the way I see it mum can take care of that little brat herself.
All it ever does is scream eat and shit!

Mum wont tell me why dad left.
She just cries all the time now, its boring.
Better than hearing her and dad screaming at each other like before I suppose.
Dad wont tell me why he left
Just did
Haven’t seen him since
Hope he comes back soon
If not that’s not fair that he gets to leave and I don’t!

Saw Grandad at the beach.
He says its time to step up and take care of mum and sis.
And that dads just gone away for a bit, so not to worry.
And that I can’t live on the beach because I’ll get eaten by “the sea monster!”
- Yeah Grandad, I’m not three anymore!
He says he is very proud of me, and if I ever need anyone to talk to he’s here for me.
Wish I could live with him and Grandma instead.
There’d be an endless supply of biscuits!

So…
Where to now?'

We also used the last line "So... Where to now" as our tag line for the poster.

3. What have you learned from your audience feedback?


We have attempted to get audience feedback from our film by doing various private viewings of it to our peers. We have also posted it on our blog and facebook site and asked for feedback on the following: mis en scene, camera work, editing, and if it sticks to the social realism genre. We also plan on showing our Media studies class and doing having our peers rate it out of five and leave comments. So far all feedback has been generally positive; however we are yet to develop our conclusive evidence.

Here are some of the comments from our Facebook page.

http://www.facebook.com/#!/group.php?gid=276450286849&ref=ts


4. How did you use new media technologies in the construction, and research, planning and evaluation stages?

Digital cameras:
In our group we were very fortunate to have Charlea, who is also a photography student and therefore had a very good camera we could use. We all took this as a great opportunity to take plenty of photos on set. Both as evidence of our filming and in preparation to get the best shot possible for our poster. We also took photographs to show elements such as mis en scene, for example photos of the seagulls and the different locations on the beach we could have used but chose not to. (examples below).

Filming Equipment included:
• Camera
• Tripod
• Torch
• Dolly