CCR Planning Thought process

  

1. How do your products use or challenge conventions and how do they represent social groups or issues? 

• [Analyze your title sequence and explain your decisions regarding mise-en-scene, cinematography, editing, sound, titles, etc. Show how they use or challenge genre conventions]
• [How are social groups or issues usually represented in your genre? Did you use or challenge these representations?]

This movie shows a girl who gains powers from a magical cursed ring. She is just a middle class, woman who enjoys painting and strolls through the park. On our way home from work.. Social groups in my genre, which would be a thriller genre are presented normally as lower class people who are Just unfortunate to be at this place of time. The use of my editing and sound are used to create more of a foreboding aspect, and I even had my actors smiling in some parts to create an uneasy uncanny feeling to confuse the viewer. Though smiling when saying sorry for hitting someone with a car isn’t normally with someone would do. I use that to create some suspense as in maybe the driver has something to do with this ring.

1. How do your products engage with the audience and how would they be distributed as real media products? 

• [Clarify your process of researching and choosing a production company]
• [Discuss how your film would be exhibited and marketed to audiences]
• [What is your target audience? Why? Why would they watch your film?]

My process of researching was to find a horror, genre oriented company to try and produce this video. This film will be exhibited through movie exhibitions and possibly even towards the movie theater with the target audience of Young adolescence who are a fan of the horror/thriller genre..

1. How did your production skills develop throughout this project?
• [How did you become a better filmmaker than you were at the beginning of the class?]
• [What did you learn about the process of making films (beginning, middle, and end)?]
• [Talk about planning, drafting, directing, shooting, revising, editing, sound, etc. as applicable.]
• [Show how you will leave the class a more skilled, knowledgeable filmmaker than you were when you started.]

Throughout this production, I had many technical difficulties and devices break as my microphone stopped working, and I had to use a connective microphone, and that ended up breaking as well, so I had to do voice overs throughout the beginning parts as we had no time left to reshoot these scenes. As I am not actually in this class this year, I wasn’t informed as quickly as other people on what to do so I had to make do with the time that I had left and produce this video in a quickly but fashionably manner as best as I could. Planning this video was pretty fun as I talked to the people who acted in this video and had to get them to understand my vision for this movie. 

1. How did you integrate technologies – software, hardware and online – in this project? 

• [What equipment did you use in the project?]
• [What did you learn about using technology?]
• [Show “before and after” examples]
• [Use picture and video evidence]
• [Be specific about settings used, etc.]

The equipment that I used during this project was a cell phone and a microphone, but both had ended up not working at the beginning of the scenes as the Phone’s microphone had cut out and then the microphone dropped and broke, so I had to use another phone by the ending scenes and send them all together into One clip. I then use CapCut to splice all these videos together and add audio and sound effects in order to make the audio-less Clips have sound and work with the rest of the video. Well, I had two actors. I also had another person taking behind-the-scenes shots and following us around as we worked on making this video. I have learned to check the audio throughout filming just to make sure that everything has been caught so that we won’t have an issue like this in the future.