Marking criteria self-assessment

1) Research into existing products-this my me and my group have met by analysing children's film opening sequences rated U and PG.

• Research into similar products and target audience.

2) Planning through storyboarding and script writing of the dialogue-my group has completed a storyboard which you will see on this blog, however we did not write a script as our opening sequence doesn't include a vast amount of dialogue.

• Organisation of actors, location, costume, props-me and my group had a group discussion before we started filming on who was going to act which character and discussed the specific costume and props that we would need to bring in each lesson in order to film. We also discussed locations before filming and decided exactly where we were going to film each scene. Most of my group managed to organise themselves very well with their costumes and props and remembered to bring them in every lesson for filming.
• Work on shot lists, layouts, drafting, scripting, storyboarding.

3) Use of appropriate digital technology and ICT-My group used final cut to edit our opening sequence and garage band to create the soundtracks. Digital effects such as posterization and green screening were used to create a certain location difficult to create under normal circumstances and the posterization to create an almost surreal, unreal effect on the viewers.

Video

• Holding a shot steady where appropriate-as none of my groups shots are blurry or out of focus, my group have definitely succeeded in this.
• Framing a shot including or excluding elements as appropriate-we did have some difficulty keeping the two actors on camera at one point but we eventually managed to do so, and we also had a close-up with just the actors hands and the two swords in the frame. Therefore, this target has definitely been met by my group.
• Using a variety  of shot distances as appropriate-close-ups, long-shots, birds eye-view shots and medium-shots have all been included in our opening sequence.
• Shooting material appropriate for the task-nothing inappropriate has been filmed by any one member of this group during the filming process.
• Selecting mise-en-scene (colour, figure, lighting, objects and setting)-the mise-en-scene for our first scene in the field has certainly been very well selected.
• Editing so meaning is apparent to the viewer-we have edited our opening sequence so it is engaging and very clear.
• Using varied shot transitions and other effects selectively and appropriately-We haven't completely finished our editing yet but we have used few transitions so far, as we are only using them when needed and are going to use posterization for part of our opening sequence. 
• Using sound and images and editing appropriately-as a group, we at the beginning of our sequence, we have included fast-paced and upbeat music to match the action, little transitions in the fighting sequence (we feel it is more effective with cuts) and are using the deck of a pirate ship for our green screen because it's a pirate film.
• Using titles appropriately-our titles are yet to be made, but the writing will be in the colour red to show danger and will be placed ontop of a cutlasse to hint at the theme. There will also be a skull and cross-bones in the corner to show the makers names and their parts played on it.

Evaluation

No evaluations have yet been completed, as we have not yet finished editing our opening sequence.

•   Understanding of forms and conventions in the product
• Understanding of the role of new media in various stages of production
• Understanding of main and acillary texts-we have completed activities during our lessons in preperation for writing about this.
• Understanding of significance of audience feedback
• Skill in form of presentation of the evaluation
• Ability to communicate
• Use of digital technology and ICT