Monday, 17 December 2012

POST YOUR BRIEF AT THE TOP OF YOUR BLOG


SOAP BRIEF:
 
A promotion package for a new soap opera, to include a TV trailer, together with two of the following three options:

-       a listings magazine front cover featuring the new soap;
-       two hyperlinked web pages (with video extract) for the soap’s website;
-       a poster for the soap.
 

MUSIC VIDEO BRIEF:
 
A promotion package for the release of an album, to include a music promo video, together with two of the following three options:

-       a website homepage for the band;
-       a digipak for the album’s release;
-       a magazine advertisement for the digipak.

 

Friday, 14 December 2012

Final planning checklist

This list is to be used in conjunction with the checklist from October.
This list DOES NOT include everything you need for the evaluation, that will be provided separately.

Q4: How did you use technologies in the research and planning, construction and evaluation stages of your coursework?

These are the lists for the screen recordings you need to make to explain what you did in the Mac Suite.

Once you have done them all, pop them into iMovie and edit together with title cards at the start of each section to explain what is being shown, and subtitles during to talk the examiner through each action. Then upload to YouTube and label your posts as:

Q4: How did you use technologies in the research and planning, construction and evaluation stages of your coursework?

iMovie:

1. open and import a couple of clips
2. drag a clip to timeline and trim
3. drag another clip and trim, add a transition between the two clips
4. adjust sound levels- make background noise quieter, make vocals louder,
5. add a soundtrack and duck sound so dialogue can be heard
6. crop in on a clip if camera too far away to capture actor's emotion
7. add slow motion if you used it.

Keynote:

1. open and select correct slide size (

Wednesday, 7 November 2012

EDITING

Question One of the evaluation is "In what ways does your product USE, DEVELOP or CHALLENGE existing codes and conventions?"

USE: mimicking the conventions that occur in the genre

DEVELOP: using conventions from your chosen genre but making a change, e.g. adding conventions from another sub- genre to create a hybrid

CHALLENGE: actively going against what is expected of your genre e.g. Hollyoaks forest trailer.

The main way you will create conventions is by editing. Use this checklist to build your trailer.



Monday, 5 November 2012

EDITING: thought beats and lyrics

In music videos and trailers for soaps, dramas, films etc, the edits often match the beat of the accompanying music. This helps the audience to engage with the image and the product appears to run more smoothly and professionally.

The film below was made by Dr Adam Rutherford, to celebrate the 135 missions made by NASAs space shuttles. The film charts one journey into space and back, but uses footage from all 135 of the journey, including the two accidents with Challenger in 1986 and Columbia in 2003.

The music was composed especially by 65daysofstatic and matches the edits and the changing tone of the film: hopeful and joyful at the start, fading to almost silence as the accidents occur, then restarting with new purpose and energy to reflect humanity's ability to recover from incredible tragedy and setbacks.





When you choose your backing track for your trailer, think about what reaction you want from the audience. The music should set the tone- minor keys for suspense/sadness, major keys for light-hearted trailers.

The lyrics should also add meaning to the events in your trailer. You are trying to create a PREFFERED READING of your trailer. See the example below from last year. Lyrics are used as title cards to anchor the song and the trailer together.


COURSEWORK DEADLINES Nov-Dec 2012

Deadline for ALL parts of planning, evaluation and practical tasks is 
16TH DECEMBER 2012 
 
The time frames and deadlines below are for your benefit: they are to stop workloads becoming unbearable and to ensure you get enough feedback and guidance from your tutor and your classmates to use in your evaluation. 




Wednesday, 24 October 2012

Final lesson before half term.

Most of you have shot all your content for your trailers now, so today's lesson is about sifting through all your work and selecting what you want to use, before you start to edit.

You are also going to create a sub-folder with rejected takes- shots that don't work because of the sound, camerawork, lighting or mise en scene. These will go into your blog as part of your planning to show that you were learning and improving as you worked.

 
INSTRUCTIONS:

1. Find your footage in the SBH A2 folder.

2. Make two lists: one of shot numbers you want to use in your final edit, one of shots that don't work.

3. Import rejected shots into a new project in iMovie.

4. Number each shot using title cards then upload to YouTube

5. Embed the clip in your blog then explain shot by shot, why you have chosen not to use them (lighting, angle, continuity, dialogue too quiet, background noise, shaky camera etc)

EXTRA TASK:

6. Watch footage and select 5 shots that could potentially work as a billboard poster for conveying narrative and emotion.



Monday, 15 October 2012

Final Trailer Groups: F1

SCRIPTED REALITY 1

Cason
Kieran
Kate
Grace
Sophie
Laura

SCRIPTED REALITY 2

Harley
Rowan
Hannah
Megan
Ashley
Oli
Matt S

SOCIAL REALISM

Lorna
Amelia
Tim
Danny
Rachael
Tom

ALL YOUR SUB- GENRES HAVE MELODRAMATIC NARRATIVE THEMES.
 
 Your storylines should have exaggerated human emotion at their heart.

Friday, 12 October 2012

Soap fights!

Fights, especially cat fights, are an essential part of the soap opera genre. Exciting, funny and shocking, they are a brilliant way to keep viewers hooked.

Cat fights occur when pressure and unresolved tension builds between two characters. It can happen over a number of  months or years, as one character deals with the actions of the other.

Female characters are represented through dialogue, performance and costume as either the vixen and the sweetheart so the audience know who to side with. One of the main pleasures of consuming soap operas is that entire families or communities can unite in hatred of a single character: is this cathartic?

The cause of the tension could be something like:

- cheating with your best mate's other half
- stealing money
- telling a secret
- keeping a secret

The dialogue during a fight is used as exposition: it tells the audience clearly what has happened in the storyline to make these characters fight. See the clip from Emmerdale below: before the fight relationships and events are loosely outlined. Once the scene moves outside though, lines become shorter and more detail is revealed so the audience can take sides.




Fights diffuse tension between characters and act as a form of escapism for the viewer as we take sides and cheer on our favourite. They can also be cathartic as the viewer invests in the scene and imagines fighting their own battles with people who have wronged them.


In the example below from Coronation Street, as the fight begins and intensifies the camerawork changes: steady mid shots during the exposition, hand held during the fight. By zooming in during the fight the cameras are forced to pan quickly to follow the action: this makes the audience feel as if they are in the room whipping their heads back and forth so they don't miss any of the action. The addition of blood, a cheap bottle of vodka and the working class costumes and set emphasise the social realism of this scene and make the fight more shocking.



The scene from Eastenders shows two of soap's archetypes: the tart with a heart and the vixen. Janine's performance and costume compared with Stacey's position her very clearly as the antagonist in this scene.




Wednesday, 10 October 2012

Audience Feedback

You now need to get into the habit of leaving CONSTRUCTIVE audience feedback for your classmates by leaving comments under trailers, front covers and posters in their blogs.

Start by leaving feedback for those that worked in your group, then branch out once you are more confident.

Please remember that people might be nervous about having their work viewed, so be CONSIDERATE of others' feelings, think carefully before writing and evaluate work OBJECTIVELY.
 
You don't have to comment on all of the following. These points are here to help you make your comments relevant to the evaluation questions so your feedback can be used:

1. How have you USED, DEVELOPED or CHALLENGED existing codes and conventions?
  • Mise en scene
    • Locations, props, costumes, lighting: are they similar to those used in the real product?
  •  Editing
    • Does pace of editing match the beat of the music?
    • Is there a cutaway shot? Does it effectively illustrate what is being spoken about by another character?
    • Eyelines match? Can the audience tell who is speaking to each other and where they are positioned in the scene?
    • Are edits sharp? Does dialogue flow?
  •  Sound
    • do the score and lyrics make events in the trailer clearer?
    • Is all dialogue clear?
    • Does non- diegetic sound match or change the tone of the trailer?
  •  Camerawork
    • Variety of shot distances and heights used?
    • Depth of field used effectively? (items/characters at different distances)
    • BCUs to create tension and show character's emotions
    • Any camera movement? Tracking, panning, zooms.

2. How effective is the COMBINATION of your MAIN and ANCILLARY products?
  •   Do trailer, front cover and poster all show the same:
    • Branding (name, fonts, layout)
    • Institution (e.g. E4)
    • Narrative- main storyline should be on the cover and in the soap to create consistent representations for the audience to engage with
    • Mode of address
    • Character performances and position in ancillaries: do stars in the same storyline anchor each other?
    • Costume: do costumes convey stereotypes or character traits effectively?
 

Monday, 8 October 2012

The evaluation with past example

Your evaluation consists of FOUR questions, no matter what brief you are following.
 
The evaluation is worth 20 marks, but you need to add a lot more detail and theory than last year to impress the examiner.
 

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

2: How effective is the combination of your main and ancillary products?

3: What have you learned from audience feedback?

4: How did you use media technologies in the research and planning, construction and evaluation stages of your coursework?


The powerpoint below has quite a thorough answer to Q1 and Q4

 

Friday, 5 October 2012

What should be in your blog by now 1st checkpoint

Print this off, put your name on it and check off the items as you complete them please.

For uploading PowerPoints Sheena will help you set up a SlideShare account and embed your work in your blogs.

JPEG images can be uploaded straight to your blog using the picture icon when you compose a new post.


Wednesday, 3 October 2012

RESEARCH TASK GROUPS: F1

Kate and Grace: Melodrama

Danny and Lorna: Telenovelas

Cason and Oli: Scripted Reality

Sophie, Laura and Rachael: Social Realism

Tim, Matt and Rowan: American Fantasy

Tom and Kieran: Australian Soap

Hannah and Ashley: Scripted Reality

Amelia and Megan: Melodrama

HOMEWORK: Reading task.

INSTRUCTIONS: Please read this article and note down what you consider to be the 10 most important points. Upload to your blog as bullet points and tweet me the link @aquinasmedia

Why Are Soap Operas So Popular?

Sarah Richards

 
"Switch that rubbish off!" shouts my Father, just as I am about to settle down comfortably in order to watch another thrilling episode of the British soap opera, EastEnders. This blatant criticism of my chosen television genre is not unfamiliar to my ears on a weekday evening, when my Father happens to hear the theme tune to one of the many British soap operas that, 'top the bill' on our television set at home. Remarkably, although there may be a general trend for people to label soap opera as ' rubbish,' a large proportion of television viewers watch and enjoy soap operas. So, why do we find this television genre, which originated from the American radio serial dramas of the 1930s, such an appealing and 'fashionable' choice of programme to view in our households? Why are soap operas so popular?

Throughout this essay, I will endeavour to discuss in detail the possible reasons for the genre's popularity. In doing so, I will refer to recent analyses on the pleasures of watching soap opera, my own views as a soap opera fan, and I will be paying particular attention to the the British soaps EastEnders and Coronation Street, with references to the Australian soaps Home & Away and Neighbours, and the American soaps, Dallas and Dynasty.  
"The popularity of soap opera appears to rest on its undemanding nature and its preoccupation with everyday concerns" (Livingstone 1990).  
Indeed, it has been argued that the undemanding nature of soap opera can be seen as a contributory factor to the genre's popularity. For example, a regular viewer of a particular soap opera may find viewing an undemanding activity due to his or her familiarity with the plots and characters. This could therefore mean that soaps are easy viewing for their fans due to the low level of concentration needed in comprehending each episode, as illustrated here; "..a person who has been a fan of a particular show hasn't seen the show for years, only to catch up for the missed years by watching only one or two episodes" (Brown 1994).
However, one could argue that soap opera can be demanding at times, especially as viewing takes at least half an hour to an hour of our time, and also when we have a tendency to drop immediately whatever we are in the process of completing in order to watch an episode. 

Most significantly though, soap opera's concern with the everyday lives of everyday people and their problems, big and small, appears to be one of the main reasons why this genre is so popular.

Whereas the American soaps such as Dallas and Dynasty are often thought of as a form of 'fantasy' by some viewers, British soaps, and indeed Australian soaps, are generally referred to as being, 'realistic' in that they focus on the domestic and personal, and on everyday concerns and problematic issues such as death, friendship, marriage, romance and divorce.
Coronation Street, which was first broadcast in 1960, is an example of a soap that allegedly embodies this 'social realism' by regarding the everyday inner-city working class life of a street in Manchester (Goodwin & Whannel 1990). To illustrate this point, here is a section of script from episode 1,822 of Coronation Street which focuses on the domestic sphere; personal relationships and the role of the female in the marital home:
Deidre: Out of bed this morning, why isn't my breakfast on the table, where's my clean underpants, this fried egg's hard. Give us me butties.
Elsie: That's men, love. They're all the same. (Dyer 1981).  
Remarkably, it seems that the soaps such as EastEnders and Home & Away which contain these 'social realist conventions' attract the attention of the soap viewer, who gains a lot of pleasure from watching soap opera that portrays so many things that are happening today, and doesn't shrink away from real life, but instead, faces us with the problems that do happen (Livingstone 1990).

Interestingly, the genre's popularity also stems partly from the viewer's need, after the events of the day, to find out what happened in Coronation Street, Albert Square or Summer Bay that same day. Due to this, the viewer can often gain pleasure from the notion that everyday life in the soaps is 'real' and on-going just as our lives are:

"Coronation Street gives the impression of leaving a literal gap of time between episodes, and significant days in the outside world such as Christmas Day are celebrated that day," (Dyer 1981).  

Additionally, it is also evident, particularly in the British soaps, that the script writers bring humour into the drama of soap opera to make it more pleasurable to watch. For example, part of the success and popularity of Coronation Street has been due to, "the mixture of social realism of the North and the language of the stand-up comic" (Dyer 1981). Evidently this is true in my household, as for the duration of October, my family were tuned in to Coronation Street to find out if the comic 'prankster' Les Battersby would be discovered for deceiving his Neighbours Emily Bishop and Ken Barlow into thinking they were living with the ghost of Ivy Tilsley.   Although social realism contributes to the popularity of soap opera, this can be problematic as viewers should be in no doubt that soaps are only 'realistic' to a certain extent in that they do not portray a 'window on the world' because "more dramatic things happen more often in soaps than in 'real life'. However, soaps allow us to be entertained, to look and laugh, as well as think about life" (Brunsdon 1984:86).   "When I sit down to watch, I belong to the family in a way...I can enter into all the characters because they're so familiar" (Ang 1985).

This comment from a person interviewed by Ang, clearly shows how viewers gain pleasure from forming an active 'parasocial relationship' (Livingstone 1990) with soap opera characters. Indeed, it can be argued that soap opera owes part of its popularity to the fact that its viewers enjoy forming this kind of participatory 'relationship' with the characters, and also like to identify themselves with the plots and characters. In fact, regular viewers of long-running soaps may have already experienced the gratifications of forming parasocial relations with the characters, and in doing so, have allowed them to become almost 'real' friends and family, as this man illustrates:






"I know that after a while the characters do become real people and we are concerned for their well-being just as we are for our own friends and colleagues" (Livingstone 1990).

It is due to this formation of parasocial relationships, that enables soap opera viewers to gain pleasure from being able to understand how a certain character feels or behaves in particular circumstances, due to themselves having been in a similar situation, or having knowledge about the subject in hand. For instance, here is an example of such a parasocial relationship between a viewer and a character from the American soap opera, Dynasty:

'I really understand her [Claudia's] situation because there are so many mentally ill people here in Denmark nowadays..no-one can feel absolutely safe' (Schroder 1988).  

Furthermore, this parasocial relationship can be recognised in its extreme form when a viewer puts himself so deeply into a character, that he can feel the same emotions and experience the same events as the character is supposed to feel (Brunsdon 1984).

Notably, this deep identification with a character can be seen when a viewer cries at a soap wedding or funeral, or similarly at a birth or marital break-up. The viewer appears to enjoy this 'roller-coaster ride' of different emotions when watching their favourite soaps; "...you can experience a full range of emotions from anger to despair, to sheer joy, excitement and relief" (Livingstone 1990). This catharsis, the purging of emotions by watching others live through the same situation, is one of the main pleasures for regular viewers of "social realism" soaps.

Yet another point of identification which the viewer enjoys forming with the characters, is that of self or personal identity. Based on personal experience, it is evident that viewers often use the behaviour of a character in order to justify their behaviour in a similar situation. An example of this became clear to me during an episode of EastEnders on 30/11/97 on BBC1 which was being viewed by the tenants in my house. I observed that when the character Joe Wicks decided to solidify his relationship with a girl whom he was seeing behind his fiancee's back, all of us were disgusted with his behaviour and immediately started to comment on how sympathetic we felt for Sarah Hills. However, all of us except for one male student took this attitude as he himself took pleasure in presenting his argument that he saw nothing wrong with the character's actions, because he had been in a similar position and had acted in the same way. Clearly in this particular case, the viewer liked to identify himself with the character in confirming his own model of behaviour, ( McQuail 1987:Lecture 3).

On the other hand, many viewers gain pleasure from watching soaps because they enjoy identifying themselves as a particular character, for example, "I wish I looked like her/him" or, "I wish I was..." Although it seems that viewers like to identify themselves with, or as soap characters, the problem remains of how we can identify ourselves with the American soap opera characters in Dallas and Dynasty who live in luxury and represent the world of the rich and powerful oil tycoons (Livingstone 1990:115).

Although the point made here may refer to the British and Australian soaps more than the American ones due to their element of ' realism,' the argument is that the viewer can still identify with the characters in American soaps such as these because their feelings and behaviour can be identified with separately from how wealthy they are and how lavish their lifestyle is.

Indeed, the popularity of soap opera here stems from the pleasures offered by the points of identification offered by the characters. We want to watch and discover what happens to those specific characters locked into that specific network of relationships (Glaesner 1990).

Soap opera is also popular due to its continuity, regularity and familiarity. Soap opera has been labelled as a 'ritual pleasure' which offers reassurance in its familiarity and longevity, its predictable familiarity of life being the main force which pulls us in (Brunsdon 1984).

Indeed, the theme tune which is a familiar sound to our ears, makes the viewer aware that an episode is about to begin, and also confirms the setting of the soap. The familiar theme tune played on the piano reminds us of London where EastEnders is set, and likewise the nostalgic sound of the cornet playing the Coronation Street theme reminds us of the famous brass bands we associate with the North of England.

Also, due to the soap being solely based in one place geographically, and portraying the lives of the same characters in each episode, we can be assured of familiarity and continuity. Additionally, in certain soaps, the viewer is aware of where a character is, or what he or she is doing if absent from a particular episode.

Monday, 1 October 2012

Telenovelas

Spanish language soaps are completely different to British soaps: the term"telenovela" means "television novel". Unlike British melodramas or realistic soaps, telenovelas are not meant to be seen as realistic or cathartic. They are intended to be seen purely as a form of entertainment.

Conventions of Spanish language soaps are quite similar to American "fantasy" soaps:

- extravagant costumes, hair and make up
- sensational storylines
- lots of sex!
- a femme fatale
- male villain
- an "innocent" girl
- family
- sibling rivalry
- a mother/grandmother figure who acts as head of the family
- fights
- non- diegetic sound

This episode of 30 Rock parodies Spanish soaps- by exaggerating the conventions of a sub genre attention is drawn to the defining features.


SOAP RESEARCH TASK: A1 GROUPS

Georgia and Katie: Scripted Reality

Cat, Vicky and Ste: American "Fantasy"

Steph and Lily: Melodrama

Laurence, Stephen, Boy Alex: Realism

Becky and Amy: Australian soaps

Max, Harriet and Beth: Telenovelas


You can present your findings however you want, just make it clear and interesting. Some examples of things you can use:

- YouTube clips
- blog entries
- annotated screen grabs
- links to other articles
- powerpoints
- prezis

Saturday, 29 September 2012

Soap Opera Research task

In groups, prepare a presentation on one of the following soap sub- genres and the listed programmes:

REALISM: Eastenders, Coronation Street.

SCRIPTED REALITY: The Only Way Is Essex, Made in Chelsea

American "FANTASY" soaps: Dallas, Dynasty

MELODRAMA: Hollyoaks, Days of Our Lives

AUSTRALIAN SOAPS: (also Melodramas) Neighbours, Home and Away

TELENOVELAS: (Spanish language soaps)

Instructions:

  • Research a clear definition of your chosen sub- genre. Ask if you need help, and find clips of the soaps that help you understand the definition. (If you copy and paste, alter the entry so you can explain it to others.)

  • Use images and clips to demonstrate the use of media languages in your sub- genre. (e.g. blue filters on lights create the grey, realistic lighting used in Eastenders)

  • What character stereotypes are used? Use a variety of soaps in your sub- genre to find consistent representations

  • What kind of storylines are stereotypical of your sub- genre? Mundane (e.g. infidelity, sibling rivalry, bills need paying) or sensational (e.g. murder, baby- snatching, tram crashes?!)
Load on to your blog and format so it looks interesting to read.

Thursday, 6 September 2012

Take detailed notes as you deconstruct this trailer with your tutor.

Thursday, 31 May 2012

Exam tips


  • Buy a watch. Timing is important with this exam so having your own clock on the desk could help. 

  • 60 mins for Coll ID, 30 mins each for 1a and 1b. 

  • Spend a few minutes at the start planning your responses and which theorists you will use

  • Start with Collective Identity to get the most marks out of the way first. 

  • Use a variety of theorists and case studies. 

  • You should cover at least two media formats from documentary, TV, print, online, film, music. 

  • If you find 1b easier than 1a, do this next and leave 1a till last so you get as many marks as possible 

  • 1a might be the most difficult just because of the sheer volume of stuff you have to get through in 30 mins: both pieces of coursework, not forgetting ancillaries, and potentially two areas to talk about.

  • If media languages or representation come up for 1b and you can't find a way to fit the theory in (although you should be able to manage Propp/Todorov/Branigan and a couple of archetypes), use lots of terminology instead e.g. enigma/action codes, cliffhangers, catharsis, realism. For example: "Camerawork, sound and editing combined at the climax of my trailer/music video to create an action code. A convention of this sub-genre is to speed up the editing and create a crescendo with the backing track to create excitement for the viewer, without providing a resolution to the conflict (Branigan). This should entice the audience to watch the product."

  • Reference theorists properly in Collective ID and 1b essays, otherwise it's like you're trying to pass of theories as your own. See example paragraph above to see how to reference a theorist quickly and without breaking rhythm. 

  • Apply theory straight to anything you talk about, rather than explaining the theory first then giving your example. Save time and gain marks.