Initial Ideas
Tell No-one Textual Analysis
Radio Advert Script
Wednesday, 24 March 2010
Thursday, 18 March 2010
Progress Report - 18/03/10
At this stage, we are well into the production stage of our coursework. The group's main priority during class sessions is to work on completeing both the trailer and the radio advert, however at this stage we have yet to start working on our radio piece.
In terms of our film trailer, we have completed the pre-production, as well as the production, and are into the post-production stage. We filmed our piece over two days - 11th and 12th of March. I think this went really well, and that we all worked well together as a team. Each of us took on our roles, and because we stuck to them, we completed filming on schedule and ensured we had every shot we needed, with several takes of each, working with the storyboards and the script to make sure everything was as we had planned it to be. One issue we did have during filming was lighting levels. We found it difficult to get the lighting levels that we had hoped for, and so had to improvise by using a torch to reach the lighting we wanted. Although this was a solution, we did find it hard to try and make our set look like it wasn't torch lit, and that the light was being sourced from somewhere else. Although this was the case, from watching back the footage we have, I think that the lighitng levels turned out ok, and do make our trailer look effective, if not a little dark.
Because we have included several tracking shots within our trailer, we had to find ways to create these without making the camera look as though it was hand held. In the courtyard scene, we used a wheelchair in order to do this, with Tom pushing myself in the wheelchair, and Rowan overseeing things. As well as this, we are also including a tracking shot in the last sequence of our film, with the camera and the male protagonist both running towards each other. To achieve this shot we used the same concept as the shot in the courtyard, using a computer chair.
Throughout the filming stage, we also took production stills, as well as stills for the other aspects of our coursework. By taking this time for both filming and production stills (4-5hours in total)we made sure that we has several takes of each shot to make sure we had a choice of which one to use when it came to the editing stage. After filming on each day, we made sure that we took time as a group to go over the footage we had taken to make sure that everything was how we wanted it, and that if there were any problems we could think of ways to rectify them.
At the moment, we are in the editing stage with our trailer. We are getting to grips with using Adobe Premier, a new programme which we have never used before. Although Tom is the editor within the group, we are all taking an active role in deciding which takes should be used, and also any other decision such as when we should cut each shot. When we were capturing our footage, we made sure we logged each shot, and gave it a number. When it came to then putting together our rough cut, it was much easier to find the shots and assemble them into the right order.
As we are editing the trailer, we are tying out the different effects that we think would work well with our chosen genre, and will make the trailer look effective. For example, we chose to put our CCTV shots into black and white, and use red text in the bottom right corner saying "Recording" to make it look more realistic and effective. We have also decided to use white noise in several places to make the transition between the CCTV shots more professional. With the CCTV shot of our female protagonist in the library, we have chosen to to use visual white noise as well as the sound to show that she has disappeared. This helps to build tension because the audience will want to know how and why she has disappeared, thus wanting to go and watch the film. To show that the CCTV shots are changing, we also made it look as though the frames were fuzzy as they were changing. In order to do this, I took a still frame of the CCTV shot that we wanted to change to and in Photoshop put a filter on it to make it look fuzzy and misplaced. We then put these stills infront of the CCTV shots we were changing for a split second to to make it look as though the channel was changing. Another effect we used was the grain effect. We used this on the last shot where the female protagonist is answering a question that she asked early in the trailer. We decided to put a grain as well as the "Recording" text in red on this frame to make it look realistic because the whole idea of the film is that the two protagonists are making a documentary around their college. The grain makes the quality of the image look lower and so this is realistic because it is what the audience would exoect a sort of 'home movie' to look like. The "Recording" text in the corner of the frame helps to add to this effect.
Instead of using diegetic sound within our trailer, we will be using a voice over which we have pre-recorded in the radio studio with our actress. When producing this element of our trailer, we again all took on our specific roles to make sure everything went according to plan. I was the monitoring the sound and doing the recording, and Rowan and Tom were helping Becca (our actress) to read the script in the way we wanted in order to add the right effect to the trailer, which we hope will add to the tension we want to create. When we cut and use this voice over to add to our trailer, Tom will be able to cut it in the right places to fit with the visual aspect. This is because before we started to record the voice over, we briefed Becca, telling her how we wanted her to speak and giving her time to practice with the script. This meant that we were able to fulfill the codes and conventions of our chosen genre as much as possible, and I think that when we add this to the final trailer, it will be effective and accomplish the effect we want.
In terms of our film trailer, we have completed the pre-production, as well as the production, and are into the post-production stage. We filmed our piece over two days - 11th and 12th of March. I think this went really well, and that we all worked well together as a team. Each of us took on our roles, and because we stuck to them, we completed filming on schedule and ensured we had every shot we needed, with several takes of each, working with the storyboards and the script to make sure everything was as we had planned it to be. One issue we did have during filming was lighting levels. We found it difficult to get the lighting levels that we had hoped for, and so had to improvise by using a torch to reach the lighting we wanted. Although this was a solution, we did find it hard to try and make our set look like it wasn't torch lit, and that the light was being sourced from somewhere else. Although this was the case, from watching back the footage we have, I think that the lighitng levels turned out ok, and do make our trailer look effective, if not a little dark.
Because we have included several tracking shots within our trailer, we had to find ways to create these without making the camera look as though it was hand held. In the courtyard scene, we used a wheelchair in order to do this, with Tom pushing myself in the wheelchair, and Rowan overseeing things. As well as this, we are also including a tracking shot in the last sequence of our film, with the camera and the male protagonist both running towards each other. To achieve this shot we used the same concept as the shot in the courtyard, using a computer chair.
Throughout the filming stage, we also took production stills, as well as stills for the other aspects of our coursework. By taking this time for both filming and production stills (4-5hours in total)we made sure that we has several takes of each shot to make sure we had a choice of which one to use when it came to the editing stage. After filming on each day, we made sure that we took time as a group to go over the footage we had taken to make sure that everything was how we wanted it, and that if there were any problems we could think of ways to rectify them.
At the moment, we are in the editing stage with our trailer. We are getting to grips with using Adobe Premier, a new programme which we have never used before. Although Tom is the editor within the group, we are all taking an active role in deciding which takes should be used, and also any other decision such as when we should cut each shot. When we were capturing our footage, we made sure we logged each shot, and gave it a number. When it came to then putting together our rough cut, it was much easier to find the shots and assemble them into the right order.
As we are editing the trailer, we are tying out the different effects that we think would work well with our chosen genre, and will make the trailer look effective. For example, we chose to put our CCTV shots into black and white, and use red text in the bottom right corner saying "Recording" to make it look more realistic and effective. We have also decided to use white noise in several places to make the transition between the CCTV shots more professional. With the CCTV shot of our female protagonist in the library, we have chosen to to use visual white noise as well as the sound to show that she has disappeared. This helps to build tension because the audience will want to know how and why she has disappeared, thus wanting to go and watch the film. To show that the CCTV shots are changing, we also made it look as though the frames were fuzzy as they were changing. In order to do this, I took a still frame of the CCTV shot that we wanted to change to and in Photoshop put a filter on it to make it look fuzzy and misplaced. We then put these stills infront of the CCTV shots we were changing for a split second to to make it look as though the channel was changing. Another effect we used was the grain effect. We used this on the last shot where the female protagonist is answering a question that she asked early in the trailer. We decided to put a grain as well as the "Recording" text in red on this frame to make it look realistic because the whole idea of the film is that the two protagonists are making a documentary around their college. The grain makes the quality of the image look lower and so this is realistic because it is what the audience would exoect a sort of 'home movie' to look like. The "Recording" text in the corner of the frame helps to add to this effect.
Instead of using diegetic sound within our trailer, we will be using a voice over which we have pre-recorded in the radio studio with our actress. When producing this element of our trailer, we again all took on our specific roles to make sure everything went according to plan. I was the monitoring the sound and doing the recording, and Rowan and Tom were helping Becca (our actress) to read the script in the way we wanted in order to add the right effect to the trailer, which we hope will add to the tension we want to create. When we cut and use this voice over to add to our trailer, Tom will be able to cut it in the right places to fit with the visual aspect. This is because before we started to record the voice over, we briefed Becca, telling her how we wanted her to speak and giving her time to practice with the script. This meant that we were able to fulfill the codes and conventions of our chosen genre as much as possible, and I think that when we add this to the final trailer, it will be effective and accomplish the effect we want.
Friday, 5 March 2010
Location Photos
This is a shot of the front of the college. We have decided to use this as our establishing shot because it tells the audience where the film is going to be set. Having the plinth with the name of the college on in the corner of the shot also tells the audience that the film is set in a college environment, and so from this they can assume that the main characters will probably be young people, who are in education.
We want to use this shot to show our two main protagonists within the college environment. The characters will be stood still, perhaps talking to eachother, and the camera will move around them. The idea behind this shot is to show the characters within the college environment, which will help the audience to make the link that they are students within the college.
This is the second view of the previous shot. As the camera moves around the two characters, this is what will be seen.
This is a CCTV shot of a classroom within the college. The aim of this shot is to show that the college is empty at the time the two protagonists are there, and to also show the audience what the college is like.
This shot will be used to show the male protagonist running past, and when we film we will frame it so that you can only see his feet. This will be the first shot to add tension to the trailer, and will show the audience that eveything isn't what it seems within the college. It will also give the audience an idea that something or someone is in the college, and the idea is to make them want to watch the rest of the film.
This is another CCTV shot, and will show the male protagonist running past. This is to portray that he is being chased by something or someone, and will also show that he and the female protagonist have been separated at some point previous to this.
This shot of the library is also a CCTV shot. We intend to show the female protagonist stood in the centre of this shot, looking straight at the camera, with a blank expression on her face. The aim of this shot is to reinforce to the audience that our chosen genre is a thriller. By having a blank expression on her face, we want the female protagonist to look like she is posessed, and that the antagonist has some kind of power over her. I also think that by including this shot, we will show that it is the female protagonist is vulnberable compared to the male protagonist, which supports the stereotype that women are vulnerable compared to men.
We will use this shot to show the antagonist following the male protagonist. The male protagonist will be stood in the hallway, and the camera will move out from behind the wall and begin to walk towards him. This shows that audience that the protagonists don't know the antagonist is following them, and it also tells them that something sinister is happening within the college, however it doesn't identify the reason behind this.
This is a shot of the same corridor that we will use in the previous shot. In this shot, we intend to show the male protagonist turning round because he thinks somebody or something is behind him, however when he turns round there will be nothing behind him. This will again support the conventions of a thriller genre because the audience have been led to believe something else in the previous shot.
After being in the corridor, the male protagonist will then walk into a classroom in the same corridor. The classroom will be in darkness, and he will be looking around the room with a torch. This gives a feeling of tension to the audience because they dont know if he will find anything in the room. Because he is looking around the college, it will also be clear to the audience that he is looking for the girl he was shown with at the beginning of the trailer. In turn this then tells the audience that something untoward has happened to her and that they have somehow been separated, which is more than likely because of the actions of the antagonist.
After showing the shot of the male protagonist looking for the female protagonist in the classroom, we will change to a shot of the room where she is being kept. This confirms to the audience that the male protagonist is definately looking for her, but it also tells them that she is in distress and is being held against her will. As a result of this, the audience will want to know what is going to happen to her, and whether he will find her by the end of the film.
This shot will show the male protagonist starting to walk around the room trying to find the female protagonist. We intend this to be a point of view shot, will will help the audience to see things from his point of view.
This is the room where the female protagonist will be 'held' by the antagonist in the film. We chose this room because it is fairly small and so we will be able to make it look crampt, and it we will also be able to make this room very dark which will help add to the tension in the film, and also add to the 'fear factor' that we want to create.
We will use this stairwell to show our male protagonist supposedly searching for the female protagonist. We want to show him looking around the college in different areas, and think this area would work because it is dimly lit. As well as using this shot, we will also be using a point of view shot of the antagonist from the top of the stairwell. In this shot, we want to make it appear as though the antagonist is watching the male protagonist without him knowing. This will help to build the tension of the trailer.
This will be the point of view shot from the antagonist, watching the male protagonist going down the stairs.
We will be using this corridor for the last sequence of our trailer. This is becuase it is a narrow corridor, and is another area of the college that we can make dark in order to fit with the codes and conventions of a thriller genre.
This is the area of the corridor where our male protagonist will trip over. The lighting will be very dark, which we again will add to the tension we wish to create.
This is a view of the same corridor that we will be using in the closing sequence of our trailer. This is the view with the door from the small room where the female protagonist will be being 'held' by the antagonist. We want the audience to know that the male protagonist gets to the room where she is being held, however we don't want them to know if he finds her, or even if he knows she is being held in that room.
Tuesday, 2 March 2010
Advanced Portfolio Progress Report - 02/03/10
During the past few weeks, the Pre-Production stage of my coursework has been the main focus during Media classes. Within my group, we have decided on an idea for the trailer aspect of our viral campaign, and came to a decision as to what we will be producing by each creating a viable idea, and then came together as a group to decide which idea we would go through with, by doing analysis such as a SWOT for each idea. After this had been decided, we started to get into the planning stage for the trailer, going further with our chosen idea in the way of conducting further research into different trailers of our chosen genre, as well as researching aspects such as advertising codes of practise. All of these aspects contribute to our work by making sure it will be as realistic and accurate as is possible, for example by researching the advertising codes of practise, we know what we would be allowed to include in our trailer. We also looked at the BBFC guidelines, which helped us to determine what certificate our trailer and film should be, and as a group we decided that our film will be classified as a 15 and our trailer a 12A. We decided this because we felt that the content we wanted to include fitted into these guidelines.
In the past week or so, the main focus of our group has been to address the issue of completeing our script and storyboard. These two aspects of our Pre-Production work are probably the most time consuming, but also the most important. This is because without these two aspects, we aren't really able to progress further with our trailer. After re-starting our storyboard four times, and holding meetings several times outside of class times, we finally came to an agreement on the final draft of our storyboard, including all the shots that we had in our initial ideas, as well as putting in others.
Whilst still deciding on our storyboard, each member of the group conducted individual character research, with myself taking on the research for the female protagonist, and deciding to focus on Sidney Prescott from 'Scream', played by Neve Campbell. The purpose of this research was to help inform the group of what the characters within our trailer would typically be like, for example dress codes and non-verbal communication.
Now this has been completed, during the next week the group will be spending time on organising the shoot for the trailer, which will include booking any equipment rooms that we need within the college and finding suitable actors to portray the roles in a way that we are happy with.
In the past week or so, the main focus of our group has been to address the issue of completeing our script and storyboard. These two aspects of our Pre-Production work are probably the most time consuming, but also the most important. This is because without these two aspects, we aren't really able to progress further with our trailer. After re-starting our storyboard four times, and holding meetings several times outside of class times, we finally came to an agreement on the final draft of our storyboard, including all the shots that we had in our initial ideas, as well as putting in others.
Whilst still deciding on our storyboard, each member of the group conducted individual character research, with myself taking on the research for the female protagonist, and deciding to focus on Sidney Prescott from 'Scream', played by Neve Campbell. The purpose of this research was to help inform the group of what the characters within our trailer would typically be like, for example dress codes and non-verbal communication.
Now this has been completed, during the next week the group will be spending time on organising the shoot for the trailer, which will include booking any equipment rooms that we need within the college and finding suitable actors to portray the roles in a way that we are happy with.
Tuesday, 2 February 2010
Links to Trailer Paperwork
Pre-Production Log
Roles within the group
Narrative, Genre and Audience
Initial Ideas
SWOT Analysis, Idea 1
SWOT Analysis, Idea 2
SWOT Analysis, Idea 3
Full Synopsis of Chosen Idea
Advertising Industry Codes of Practise
UK Legal Frameworks (BBFC)
Trailer Research 01
Trailer Research 02
Trailer Research 03
Research Conclusions
Audience Profile
Audience Analysis
List of Resources
Linking our campaign choice to the OCR Brief
Character Analysis for the Female Protagonist
Character Analysis for the Male Protagonist
Character Analysis for the Male Antagonist
Call Sheet
Props List
Draft Storyboard
2nd Draft Storyboard
Final Storyboard
Dual Column Script
Script
Location Photos
Location Floor Plans
Test Photos of our Actors
Production Schedule
Production Photos
Footage Log
Bibliography
Roles within the group
Narrative, Genre and Audience
Initial Ideas
SWOT Analysis, Idea 1
SWOT Analysis, Idea 2
SWOT Analysis, Idea 3
Full Synopsis of Chosen Idea
Advertising Industry Codes of Practise
UK Legal Frameworks (BBFC)
Trailer Research 01
Trailer Research 02
Trailer Research 03
Research Conclusions
Audience Profile
Audience Analysis
List of Resources
Linking our campaign choice to the OCR Brief
Character Analysis for the Female Protagonist
Character Analysis for the Male Protagonist
Character Analysis for the Male Antagonist
Call Sheet
Props List
Draft Storyboard
2nd Draft Storyboard
Final Storyboard
Dual Column Script
Script
Location Photos
Location Floor Plans
Test Photos of our Actors
Production Schedule
Production Photos
Footage Log
Bibliography
Friday, 1 January 2010
Collective Identity Christmas Work
Find and list 5 websites that allow readers/users/contributors to create or participate in a collective identity. You are required to provide a discussion of how a specific collective identity is constructed/expressed on each of these sites (including a theoretical discussion of any relevant issues). You should seek to be as detailed as possible, use appropriate terminology and link to specific aspects of contextual study.
Links To Websites
Facebook
MySpace
Blogger
YouTube
Flickr
Through the development of technology such as Web 2.0, the ability to create collective identities through resources such as social networking sites has been made considerably easier. As well as social networking sites, it has also been made easier to create collective identities using websites with other types of user generated content, for example You Tube or Flickr. Along with the ease of use of these types of sites, the fact that it is now possible to access the web anywhere and anytime adds to the popularity of creating a collective identity via the web.
Facebook
The predominant use of Facebook is to interact and connect with other users worldwide, and is a way in which individual users can construct a profile portraying aspects of their identities that they wish to share with other people. By selectively choosing specific aspects of their personal identities to share with people online, an online identity is created by the user, which people can identify and find out more about the person. Although this is how an individual identity is formed through the use of this website, collective identities can also be formed through features such as groups and fan pages that can be accessed through the site. By joining a group or becoming a fan of something that is of particular interest to the user, and also other users on Facebook, a collective identity is formed through people having these similar interests and connecting with each other by joining the same groups. This supports the theory of Louis Althusser and his idea of interpellation, where the media shouts out to you. In order for a user to become interested in joining a particular group or becoming a fan of something, the title must be of interest and catch the attention of the user, thus shouting out to them and encouraging them to join and become part of a group who share similar interests. Pierre Bourdieu’s theory of cultural capital can be applied to Facebook. An individual can create an online profile for others to see using embodied and objectified cultural capital in order to gain more “worth” in society or in a social group through what they include on their profiles, for example the interests they highlight, or the favourite bands or films that the particular individual enjoys. In order for this to help the individual to gain a higher place in society or in a social group, they will only put information that they feel other people will ‘agree’ with, for example, they may not put something on their profile that they feel will make them appear “uncool” to others.
MySpace
MySpace is another example of a social networking site; however a large aspect of this site is the ability for musicians to create profiles and upload their own music for other users to consume. The musical content of this website is just one aspect, and in a similar fashion to Facebook, users are able to create their own profiles and select areas of their identity that they wish to share with other users of the site. The music sector is a prime example of how a collective identity is created through different users around the world. Music genres are a popular way in which people express their identities and so a collective identity is easily created through fans of the same genre, or specific band or artist, joining groups or leaving comments about the media they are consuming, because they all share the same interest. As with Facebook, Louis Althusser’s theory of interpellation can be applied to this website because the content needs to shout out to its potential consumers in order for them to want to consume what is on the website, and then comment on what they have heard. Again, Bourdieu's theory of cultural capital can be applied here. Because a MySpace profile's look can be changed more than that of a Facebook profile, cultural capital can again be shown by the users of this site. In order to create more "worth" for themselves, a user will selectively choose how their profile looks, and also what they choose to include within that profile, be it photos or interests etc.
Blogger
Blogger is a site where its users are able to create lengthy entries on topics of their choosing. Other site users are then able to become followers of different blogs that contain topics which interest them. The difference between social networking sites and blogging sites is that blogging sites are where users can write substantial amounts on a specific topic whereas a social networking site is where users can interact using smaller amounts of written communication. A specific example of collective identity through the use of Blogger is our media studies class, where a group of students have become users of the site in order to communicate the work we are producing in class. This collective identity we have with each other is not necessarily our interest in using site, but the interest we share in the subject we all study and the work we produce and post onto the site. In some respects, cultural capital can once again be applied here, due to the fact that the work the group are posting all relates to our coursework production, and we need the moderater to approve of what we have done. If the moderator approves of the work we have posted then our cultural "worth" will again be enhanced.
YouTube
YouTube is a site where users can upload their own videos for other users to watch, rate and comment on. Users can also subscribe to channels that contain content that interests them, and this is one of the ways in which a collective identity is created through the use of this particular Web 2.0 site. Because of the development of Web 2.0, it is through websites such as YouTube that anybody has been able to turn from a media consumer to a media producer. This gives a much more accurate representation of today’s society because people are able to create their own material, portraying things from their own point of view, showing the real world from a different perspective, rather than large production companies producing texts that they think provides an accurate representation. As well as a collective identity being created through the channels available for people to subscribe to, the comments people leave also add to this collective identity. If people are interested, or not as the case may be, in the video they have just consumed, they may choose to leave a comment containing their thoughts and opinions on the video concerned. Although this may be for or against the video concerned, the fact that a discussion may be created and the fact that users felt inclined to leave a comment in the first place suggests that there is a collective identity between the different users that have all rated or commented on a specific video. It could again be argued that YouTube also links to the interpellation theory of Louis Althusser, because as with Facebook, the content of the videos featured on YouTube needs to call out to the users of the website in order for them to watch the be encouraged to watch the videos featured.
Flickr
Flickr is a Web 2.0 site that is similar in nature to that of YouTube, however rather than videos, users upload their photos. Users of the site can also look at the work of specific people who have uploaded their work onto the site. By tagging the photos that they upload onto the site, a collective identity is formed because other people may have tagged their photos as the same thing, and so when another user of the site conducts a search using a key word, a group of photos with the same tags will be the result of the search. As well as this, the comments that are left or the ratings that other users give photos again represent a collective identity. Users will generally only comment or rate photos that specifically interest them for whatever reason, and so whether the comments are positive or negative towards the specific piece that is concerned, a collective identity is expressed because of the fact that they have chosen to comment on the same photo as other people. Again, as with YouTube, the theory of interpellation as put forward by Louis Althusser can be applied to this website, because in order for the collective identity to be portrayed, the photos on the site have to attract the attention of the users of the site, in theory calling out to them.
Links To Websites
MySpace
Blogger
YouTube
Flickr
Through the development of technology such as Web 2.0, the ability to create collective identities through resources such as social networking sites has been made considerably easier. As well as social networking sites, it has also been made easier to create collective identities using websites with other types of user generated content, for example You Tube or Flickr. Along with the ease of use of these types of sites, the fact that it is now possible to access the web anywhere and anytime adds to the popularity of creating a collective identity via the web.
The predominant use of Facebook is to interact and connect with other users worldwide, and is a way in which individual users can construct a profile portraying aspects of their identities that they wish to share with other people. By selectively choosing specific aspects of their personal identities to share with people online, an online identity is created by the user, which people can identify and find out more about the person. Although this is how an individual identity is formed through the use of this website, collective identities can also be formed through features such as groups and fan pages that can be accessed through the site. By joining a group or becoming a fan of something that is of particular interest to the user, and also other users on Facebook, a collective identity is formed through people having these similar interests and connecting with each other by joining the same groups. This supports the theory of Louis Althusser and his idea of interpellation, where the media shouts out to you. In order for a user to become interested in joining a particular group or becoming a fan of something, the title must be of interest and catch the attention of the user, thus shouting out to them and encouraging them to join and become part of a group who share similar interests. Pierre Bourdieu’s theory of cultural capital can be applied to Facebook. An individual can create an online profile for others to see using embodied and objectified cultural capital in order to gain more “worth” in society or in a social group through what they include on their profiles, for example the interests they highlight, or the favourite bands or films that the particular individual enjoys. In order for this to help the individual to gain a higher place in society or in a social group, they will only put information that they feel other people will ‘agree’ with, for example, they may not put something on their profile that they feel will make them appear “uncool” to others.
MySpace
MySpace is another example of a social networking site; however a large aspect of this site is the ability for musicians to create profiles and upload their own music for other users to consume. The musical content of this website is just one aspect, and in a similar fashion to Facebook, users are able to create their own profiles and select areas of their identity that they wish to share with other users of the site. The music sector is a prime example of how a collective identity is created through different users around the world. Music genres are a popular way in which people express their identities and so a collective identity is easily created through fans of the same genre, or specific band or artist, joining groups or leaving comments about the media they are consuming, because they all share the same interest. As with Facebook, Louis Althusser’s theory of interpellation can be applied to this website because the content needs to shout out to its potential consumers in order for them to want to consume what is on the website, and then comment on what they have heard. Again, Bourdieu's theory of cultural capital can be applied here. Because a MySpace profile's look can be changed more than that of a Facebook profile, cultural capital can again be shown by the users of this site. In order to create more "worth" for themselves, a user will selectively choose how their profile looks, and also what they choose to include within that profile, be it photos or interests etc.
Blogger
Blogger is a site where its users are able to create lengthy entries on topics of their choosing. Other site users are then able to become followers of different blogs that contain topics which interest them. The difference between social networking sites and blogging sites is that blogging sites are where users can write substantial amounts on a specific topic whereas a social networking site is where users can interact using smaller amounts of written communication. A specific example of collective identity through the use of Blogger is our media studies class, where a group of students have become users of the site in order to communicate the work we are producing in class. This collective identity we have with each other is not necessarily our interest in using site, but the interest we share in the subject we all study and the work we produce and post onto the site. In some respects, cultural capital can once again be applied here, due to the fact that the work the group are posting all relates to our coursework production, and we need the moderater to approve of what we have done. If the moderator approves of the work we have posted then our cultural "worth" will again be enhanced.
YouTube
YouTube is a site where users can upload their own videos for other users to watch, rate and comment on. Users can also subscribe to channels that contain content that interests them, and this is one of the ways in which a collective identity is created through the use of this particular Web 2.0 site. Because of the development of Web 2.0, it is through websites such as YouTube that anybody has been able to turn from a media consumer to a media producer. This gives a much more accurate representation of today’s society because people are able to create their own material, portraying things from their own point of view, showing the real world from a different perspective, rather than large production companies producing texts that they think provides an accurate representation. As well as a collective identity being created through the channels available for people to subscribe to, the comments people leave also add to this collective identity. If people are interested, or not as the case may be, in the video they have just consumed, they may choose to leave a comment containing their thoughts and opinions on the video concerned. Although this may be for or against the video concerned, the fact that a discussion may be created and the fact that users felt inclined to leave a comment in the first place suggests that there is a collective identity between the different users that have all rated or commented on a specific video. It could again be argued that YouTube also links to the interpellation theory of Louis Althusser, because as with Facebook, the content of the videos featured on YouTube needs to call out to the users of the website in order for them to watch the be encouraged to watch the videos featured.
Flickr
Flickr is a Web 2.0 site that is similar in nature to that of YouTube, however rather than videos, users upload their photos. Users of the site can also look at the work of specific people who have uploaded their work onto the site. By tagging the photos that they upload onto the site, a collective identity is formed because other people may have tagged their photos as the same thing, and so when another user of the site conducts a search using a key word, a group of photos with the same tags will be the result of the search. As well as this, the comments that are left or the ratings that other users give photos again represent a collective identity. Users will generally only comment or rate photos that specifically interest them for whatever reason, and so whether the comments are positive or negative towards the specific piece that is concerned, a collective identity is expressed because of the fact that they have chosen to comment on the same photo as other people. Again, as with YouTube, the theory of interpellation as put forward by Louis Althusser can be applied to this website, because in order for the collective identity to be portrayed, the photos on the site have to attract the attention of the users of the site, in theory calling out to them.
Thursday, 26 November 2009
Practice at making a magazine cover
Go to the FHM website
In preparation for my coursework exercise, I have spent time creating a magazine cover in the style of FHM magazine. In order to do this in a convincing way, I used the programme Photoshop to create my piece. Throughout the process, I learnt how to manage working with a number of different layers, and vastly improved my skills when working with text. For example, I learnt how to create a drop shadow behind the title of the magazine, which made the text stand out from the rest of the page. This made it look effective; however it wasn’t too much to make it look unrealistic. As well as learning how to create a drop shadow, I also learnt how to put a glow around the edge of text. This makes the main headline on the front of the magazine stand out, and by also adjusting the spacing between the letters as well as the spaces between each line on all my text, I think that all of the headlines look realistic. In order to make sure that my interpretation of the FHM magazine cover used similar codes and conventions to the actual magazine cover, I looked at several copies to gain an understanding of how they arrange their headlines, as well as ideas on the kind of fonts they use, the font colours, and the type of headlines that are featured in order to target their specific audience. From looking at past magazine covers, I found that mainly bold fonts were used, with bright block colours, and usually only two or three colours were used on each cover. As well as this, I found that shadows and glows around the text were used in order to make the text stand out to the reader. This links in with Louis Althusser’s theory of interpellation, where the media shouts out to you, and the magazine does this through the aspects used on the front cover. By using bold colours and effects such as subtle drop shadows, the text looks as though it physically stands out from the page, which attracts the attention of the audience, who then read the rest of the text on the cover of the magazine, and through the cycle of investment, are then inclined to buy the product. In order to use the correct codes and conventions for my own cover of FHM, I looked at the kind of headlines that were featured on the past issues that I looked at. Common features of the past headlines were women, music, films, gadgets and fitness, and so to stay in keeping with this, I decided to use some of these as the ideas for my own headlines. The past headlines also had a relaxed and jokey nature to them, and so I tried to stay in keeping with this aspect as well. For example, by putting the headline “Getting hitched?!...” it could be argued that it is seen as a jokey idea for a reader of this magazine to get married, as he will then no longer be single, and as a consequence will no longer be able to do ‘laddish’ things. As well as headlines having a jokey nature to them, they also had headlines relating to women which had sexual implications. For example my main headline “Bianca Gascoigne reveals all...” has sexual connotations as well as its literal meaning. Headlines like this feature on the cover of this magazine as the targeted audience is heterosexual men. The only thing I am slightly unhappy with and would change in the future is the colour of the text for some of the headlines. Although I think white was a good colour to use for some of them, it is still difficult to read some of the headlines because of the colour of the background. To change this in the future, I would find a suitable colour that would stand out from the background, but would also work with the colour scheme, and also the theory of interpellation.
In preparation for my coursework exercise, I have spent time creating a magazine cover in the style of FHM magazine. In order to do this in a convincing way, I used the programme Photoshop to create my piece. Throughout the process, I learnt how to manage working with a number of different layers, and vastly improved my skills when working with text. For example, I learnt how to create a drop shadow behind the title of the magazine, which made the text stand out from the rest of the page. This made it look effective; however it wasn’t too much to make it look unrealistic. As well as learning how to create a drop shadow, I also learnt how to put a glow around the edge of text. This makes the main headline on the front of the magazine stand out, and by also adjusting the spacing between the letters as well as the spaces between each line on all my text, I think that all of the headlines look realistic. In order to make sure that my interpretation of the FHM magazine cover used similar codes and conventions to the actual magazine cover, I looked at several copies to gain an understanding of how they arrange their headlines, as well as ideas on the kind of fonts they use, the font colours, and the type of headlines that are featured in order to target their specific audience. From looking at past magazine covers, I found that mainly bold fonts were used, with bright block colours, and usually only two or three colours were used on each cover. As well as this, I found that shadows and glows around the text were used in order to make the text stand out to the reader. This links in with Louis Althusser’s theory of interpellation, where the media shouts out to you, and the magazine does this through the aspects used on the front cover. By using bold colours and effects such as subtle drop shadows, the text looks as though it physically stands out from the page, which attracts the attention of the audience, who then read the rest of the text on the cover of the magazine, and through the cycle of investment, are then inclined to buy the product. In order to use the correct codes and conventions for my own cover of FHM, I looked at the kind of headlines that were featured on the past issues that I looked at. Common features of the past headlines were women, music, films, gadgets and fitness, and so to stay in keeping with this, I decided to use some of these as the ideas for my own headlines. The past headlines also had a relaxed and jokey nature to them, and so I tried to stay in keeping with this aspect as well. For example, by putting the headline “Getting hitched?!...” it could be argued that it is seen as a jokey idea for a reader of this magazine to get married, as he will then no longer be single, and as a consequence will no longer be able to do ‘laddish’ things. As well as headlines having a jokey nature to them, they also had headlines relating to women which had sexual implications. For example my main headline “Bianca Gascoigne reveals all...” has sexual connotations as well as its literal meaning. Headlines like this feature on the cover of this magazine as the targeted audience is heterosexual men. The only thing I am slightly unhappy with and would change in the future is the colour of the text for some of the headlines. Although I think white was a good colour to use for some of them, it is still difficult to read some of the headlines because of the colour of the background. To change this in the future, I would find a suitable colour that would stand out from the background, but would also work with the colour scheme, and also the theory of interpellation.
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