'Compare an episode of 'Spooks' with 'Casino Royale'. To what extent do both rely on racial and other stereotypes?'

The TV series 'Spooks' and the film 'Casino Royale' are very similar, even though one is a film and one is a TV drama. They both are about some kind of agents and and a department that are there to protect their country from people such as terrorists. In both the film and the TV drama they display patrism, they are a good example of the elite, they represent a certain social class and they portray gender and different ethnic groups.
To do this job all the characters in both spooks and casino Royale all display patrism, which is love for their country. They care about the country and the people in that country, this is displayed many time in both casino Royale and spooks. Example of this is in Spooks they had to sacrifice one of their own in order to stop a terrorist attack and a lot of people dying. An example in Casion Royale is James Bond doesn't think twice about killing someone and going to extreme lengths in order to save his country or the people. He's not a malicious killer and he doesn't do it for fun or for pleasure, but for the benefit of his country also because he kills a lot of people who are a threat, this means that he is also under threat from emotions such as revenge. The fact that Jame Bond puts himself under that threat of getting killed and the fact that in Spooks one of the agents sacrificed themselves and died rather than many people shows that to do this kind of job and protect the country is an extremely unselfish job.
The portrayal of social class and the elite can easily be linked in together. To do their kind of job takes a lot of skill, training and qualifying. This means many of the character agents in Spooks would have gone to top Universities, paid a lot of money for training for example. James Bond would also have gone under a lot of training and qualifying before doing the job that he does, this kind of training costs money and the people who do the job wouldn't have those types of opportunities if they weren't of a higher class. Another example of this is in Casino Royale, James Bond goes to a lot of expensive bars and properties, he wears expensive and swanky suits, usually more than one outfit a day, he goes to a lot of countries abroad, drives a nice car and stays in the most expensive hotel. This may be because he is payed well, but the lifestyle he leads shows that he is of a certain class.
Gender is an important factor in this kind of job, and is portrayed well in both Casino Royale and Spooks. The biggest difference between the two is in Spooks, a man is in charge and in Casino Royale a woman is in charge. These TV dramas and Films, if there based on British people today are representing Britain. The fact that some have women in charge and some have men show that the equality that we have in Britain today, or the equality Britain wants opposed to other countries. Another big representation of gender is, James Bond is known for having the famous 'Bond Girls' the girls that are the prettiest and the girls that James Bond will almost always seduce. This is an old fashioned view of women in Britain, you have the main character who is James Bond then you have the beautiful women he is interested which are almost put in the film to make Bond look good. This is the total opposite of Spooks which have women doing the same job as men and having the same authority as men. They both represent Britain at different times.
They both rely on racial and other stereotypes as in both Casino Royale and Spooks they both are protecting Britain from people such as terrorists, all of these are from different countries because they are representing Britain and protecting Britain and they can't have actually British people threatening Britain. In Casion Royale they also have the stereotype of James Bond as the protector, the charmer and the hero. He then has his love interests who are beautiful and sometimes are taken under threat, almost like a 'damsel in distress' role in which Bond will then save them. This kind of set up mirrors old black and white films in which the woman would be saved by the hero. Whereas in spooks they represent more modern stereotypes such as a woman that is intellectual, independent and have their own professional careers. The woman in Spooks aren't and don't need to be saved and protected like they do in Casino Royale.

Digital Natives, Digital Immigrants article

• The article being about how today's students are no longer the people that the educational system was designed to teach.
• Today's kids have spent there whole lives being surrounded by and using computers, video games, music players, mobile phones and all other things from the digital age.
• they have spent less than 5,000 hours of their lives reading. 10,000 hours playing video games and 20,000 hours watching T.V. Today's students think and process information differently from the people teaching them.
• Students today now being referred to as Digital natives - being 'native speakers' of the digital language.
• Being compared to Digital immigrants the people who process and think differently to digital natives. The older folk were socialised differently to their kids and are now learning a new language. Scientists say a language learned later in life goes into a different part of the brain.
• Examples of the digital immigrant accent are printing out an email, physically bringing people in to see a website instead of sending and URL and phoning someone to ask if they received their email.
• digital immigrant instructors are struggling to teach a population that speaks an entirely new language.
• digital immingrants dont think their students can learn from tv or music because they couldnt. and they dont think learning can or should be fun.
• The assumption that the same methods that worked for the teachers will work for their students is no longer valid.
• should the digital native students learn the old ways, or should their digital immigrant educators learn the new? but the digital natives
• smart digital immigrants accept they dont know anything about their new world whereas not-so smart digital immigrants just complain about how good things were in the 'old country'
• Methodology - the teachers today have to learn to communicate in the style and language of thier students.
• Legacy content - the traditional curriculum: reading, writing, logical thinking and arithmetic.
• Future content - includes: software, hardware, robotics. also includes: ethics, politics, sociology and other things that go with them. But how many digitial immigrants are prepared to teach it?
• CAD software - games where the learner must employ to build toolds, fix weapons and defeat booby traps.
• Marc Prensky invites teachers and professors to suggest a subject or topic and he attemps to invent a game or other digital native method way of learning it.
• Prensky says it is lazy and dumb of educators to believe the digital immigrant way is the only way to teach, and that the digital natives' 'language' is not as capable as their own . He believes digital immigrants will have to change.

Birth of the internet - Web 2.0

Examples of web 2.0 include:

• Web based communities


• hosted services


• web applications


• social networking sites


• video-sharing sites


• wikis


• blogs


• mashups


• folksonomies

Web 2.0 sites allow its users to interact with other users instead of being limited to passive viewing.

Critical perspectives on "media 2.0"

Are there any distinct 'media institutions' in the era of convergence? you can now share music on facebook on face, download music for free and watch videos on YouTube. now the questions is, is there such a thing as 'audience' in this postmodern 'we media' age?

• university of Westminster said they would no longer offer degrees in media studies. They will offer them but they will be more specialist - this come from the idea that media is no longer a subject that can be taught in such a broad way, it is too fluid, toocomplex and too different.
• websites like Facebook, Myspace and YouTube have been labeled 'web 2.0'.
• People dont get represented by the media anymore, instead they make their own media and share it with the world.
• Media students need to move away from the 'media 1.0' way of doing things and do things creativley such as facebook and myspace.

Media 2.0 will be more about people and less about the media. With people writing in the form of blogs it looks specifically at 'citizen journolism' meaning web 2.0 enables ordinary people to participate in politics and the news.

But in 10 years time?

• Playback - using websites such as YouTube to reach ambitions and goals bt posting videos.
• Britney 2.0 - that idea that Britney spears has ceased to be considered a human being by the public and now is understoof primarily as a 'news commodity'.
• Fan culture - sharing stuff online, and fans can upload their own versions of material wihthin hours of the official broadcast.
• Tardisodes - instituions such as the BBC offering tardisodes which, like vodcasts can be accessed through subscriptions and viewed on a mobile.
• Club penguins - an online world where you can live as a penguin. netowrking with other penguins, getting jobs and taking part in activities.

How can you be a media 2.0 student?:

• Guantlett argues that media can create an image of indentity.
• life is complex, culture is complex and so is media studies - or whatever they decide to call in in the future.

BBC presentation

Moral Panic

Moral panic - 'Abstract concept used to make sense of "irritational public hysteria". Public and academic debate on moral panic works on the assumption that the media plays a significant role in determining the characteristics of a moral panic. Signifies complex processes that shape public perceptions of a perceived threat to the Moral code of society.

Processual model:
Attends to the process of a moral panic. 7 defined stages (Stanley Cohen 'Folk Devils and moral panics' 1973)

• Emergence - when a form of behaviour becomes percieved as a threat.
• media inventory - explanation of threat is minipulated by media (disortion exaggeration)
• Moral entrepreneur - groups organsisations speak out and offer soloutions.
• Experts - soically accredited rxperts who disgnose soloutions.
• Coping resolutions - reaction of the media, moral entrepreneurs and experts leads to legal reform.
• Fading away - the condition dissapears sumerging of becoms more visable.
• Legacy - a moral panic have a long term effect and creates big changes in social policy, the law oe society's views of itself.

Attributional model: Eric Goode and Nachman.

Ben Y study - "moral panics: the social constrcution of deviance (1994)

5 elements or criteria distinguish attributes of moral panics:

1) Concern - aheightend level of concern, measurable through opionion polls etc...

2) hostility - increases hostility to a group or catagory - seen as 'enemy' to respectable society (folk Devils)

3) Consenusus - a substained segament of society agrees that the threat is cause by 'wrong doers'

4) disproportinality - the reaction by the public is out of proportion to the cultural harm.

5) Volatility - the idea that moral panics are volatile by nature, erupt quickly but also often subside quietly - each episode cannot be sustained for long.

Storyboard for music video

Pitch for Music Video

A music video that relates to every highschool crush. A guy who has everything against him when it comes to love and has fallen for the prettiest girl in the school, everyone knows that there is one guy who never gets the girls but will it be him? or will things go horribly wrong?

Identify how 'Sense and sensibility' and 'Four weddings and a funeral' represent aspects of British society past and present

'Sense and sensibility' and 'Four weddings and a funeral' are both British films that represent aspects of British society past and present such as marriage, children and gender. The two films represent these aspects at different times with 'Sense and sensibility' being set in the 1800 and 'Four weddings and a funeral' being set in the late 1980s to early 1990s.
In both films the issue of marriage is a big part with characters in both films wanting to get married and finding the right person to marry, however the choice in the matter is different. In 'Sense and sensibility' women are expected to get married, in that time women were very disadvantaged in he way that society treated them, they didn't have job prospects and any inheritance would legally be left to a son. So the only financial stability they would have would be to get married, so they would go from living with their parents to living with a husband. However in 'Four weddings and a funeral' there is a lot more choice because there are a lot more opportunities for women, they wouldn't necessarily have to get married unless they wanted too and this is shown in the film by having two friends living together without being romantically involved.
There are a lot of things that happen in 'Four weddings and a funeral' that wouldn't have happened in 'Sense and sensibility' because of the time that the film was set in. For example in 'Four weddings and a funeral' there are a homosexual couple, which wouldn't have been accepted in the time of 'Sense and sensibility' also in 'Four weddings and a funeral' someone states that the two men were the only ones that were truly married, even though they weren't its because they truly loved each other whereas everyone else was getting married because it was what society expected of them. Another example is in the end where Charles and Carrie decide not to get married but have a child whereas in 'Sense and sensibility' it wouldn't have been acceptable to have children without being married. In 'Sense and sensibility' it was an important thing to marry off your daughters and to find them a suitable husband, with marriage being a serious thing. Whereas in 'Four weddings and a funeral' they almost take the mick out of marriage by having Rowan Atkinson as the minister, having so many weddings in a short space of time and people getting married out of desperation.
Another aspect of British society that both films represent is ethnicity and class. 'Sense and sensibility' was set in 1800 therefore it wasn't culturally diverse and resulting in all the characters being white. Whereas in 'Four weddings and a funeral' it's more culturally diverse not as much as many films now but a lot more culturally diverse than 'Sense and sensibility'. This refers to an article by Leggott(2008) about representing contemporary Britain. He said cinema now takes into consideration sexuality, ethnicity, class and gender. In 'Sense and sensibility' very beautiful women are covered up in long dresses showing barely any skin this shows that in that time women weren't used to look at and their sexuality was exploited the way they are now. Whereas in 'Four weddings and a funeral' there is a scene where two characters have just had sex and the woman is just in her underwear getting dressed This is because people have become more comfortable now with seeing sexual scenes. There is a big difference in the films in which they represent the genders. In 'Sense and sensibility' women are disadvantaged in the way society treats them, there aren't any job opportunities and all the advantages go to the dominant role of being male. Which results in the women getting married at early ages so they can be financial stable. Whereas in 'Four weddings and a funeral' the time is more modern therefore ways of life have drastically changed. Women can live on their own or with a friend and be financial stable maybe not even getting married at all. Also there is a scene where Carrie is telling Charles about her sexual partners which turns out to be over 30, and she isn't married, Whereas in 'Sense and sensibility' having a sexual partner without being married wouldn't be accepted and may go as far as the woman being disowned or isolated. Another article that can be related to one of the films is an article about Richard Curtis and the time period in cinema which was called 'Curtisland'. Curtis wrote films because he wanted people to view Britain differently and not the way they had been. He then made his films optimisitc and happy and always with a happy ending. Curtis wrote 'Four weddings and a funeral' and the film did end happily and there was a lot of love and happiness in the film because of the choices that people had at the time. whereas in 'Sense and sensibility' theres a lot of love but there is also a lot of heartbreak and this is because of the lack of oppertunities and choices that the women had. The two films represent the way British people were seen, or wanted to be seen at the different times.
'Four weddings and a funeral' and 'Sense and sensibiliy are both very British films which is why they both star Hugh Grant who was, and still is a very well known British actor. They both represent aspects of British society but at very different times resulting in very drastic changes. They go from Women being very disadvantaged to very advantaged being shown by the women in 'Four weddings and funeral' not nessacarily having to get married to be finanaicaly stable. Also the fact that there is a homosexual couple in 'Four weddings and a funeral' shows how times have changed and British society has become accpeting of homosexuals whereas in the 1800 it was never heard of. Another thing that has changed is in 'Four weddings and a funeral' they have a child without being married which people don't think twice about whereas in 'Sense and sensibility' this wouldn't have been acceptable because it shows your having sex before marriage which wasnt acceptable. If you therefore watch a British film that was written and set in the 2000s the way the characters behave, the language they use, the clothes that they wear and the apects of British society that they represent would be very different to 'Four weddings and a funeral'

Comparing 'Slumdog millionaire' and 'Somerstown' - To what extent could they be classed as British films?

'Slumdog millionaire'(2008) is a film directed by Danny Boyle and written by Simon Beaufoy ( The full monty). The film was widley recognised and won 8 acadmemy awards .The film was distributed by two distributors, Pathé Pictures International (Europe) and Fox Searchlight Pictures, in conjunction with Warner Bros(US/Canada). Although the film was written and directed by British people and starred a British actor (Dev Patel) it has been questioned whether the film can be classed as a British film because of what it is about and where the film is set. However 'Somerstown' (2008) is a film Directed by Shane Meadows (This is England).This film wasn't as recognised as 'Slumdog millionaire'
only winning one award at the London Critics Circle Film Awards and
didn't make as money as that film did but it was set in London and is about the social enviroment of London and stars a British actor (Thomas Turgoose) better known for his role in 'This is England', also a British film. 'Somerstown' was also entirely funded by Eurostar.
Although both films are classed as films from the UK it is easier to class one of the films 'more British' than the other. 'Somerstown' was directed by a British Director and stars a known British actor, the film is also set in London, about London so it's obvious it is a British film. However 'Slumdog millionaire' Is set in a different country and its about a different country so it's easy to say the film isnt British but it is directed by a British director and stars a British actor. So one of the films is obviously British and the other is only British behind the scenes.

Articles - 14/09/09

1st Article - The first article was about director and screen writer Richard Curtis and how his famous films became well known for being happy and optimistic with happy endings. Also his way of incorporating his view of New labour into his films made his way of making films a well known thing called 'Curtisland'. Curtis made his films in a certain way because that's how he wanted people to view Britain. Curtis's winning formula made people view Britain from the broken-home and teenage pregnancy capital of Europe to a sunny, witty, self-deprecating , charming kind of place. Curtis belived there is optimism, goodness and love in the world but it is under-represented and that's what he did with his films.
I think the way Curtis thought about his films is a positive thing. He didn't just make films because he wanted to, he made them because he wanted to change the view of Britain and British people. He did this with simple things such as having his films contain positive attitudes and optimism as well as love and happy endings, the things people crave. I think Curtis's films make people feel good and send people into a world where anything is possible because it may just end happy.

2nd article - The second article was about ways in which British cinema has represented the perspectives and expiriences of those dwelling in contemporary Britain. The aricle is also based on how British cinema has responded to the debates surrounding sexuality, class, gender and ethnicity. In then goes into more detail about those four chosen subjects the first being sexuality. The article talks about how films never showed anything to do with sexuality such as sex scenes and homosexuality whereas in Britain today you get films such as 'Billy Elliot' where they challenge the audience and dislodge any anxieties that the main character might be gay because he is a dancer and the fact that the main character in 'Bend in like Beckham' is a female football player. In the part of the article that refers to class the article talks about films mainly being revolved around middle class people when in the 1990's the representation of working class expirience reached prominence through a number of filmss which refered to issues of exclusion and unemployment films such as 'The full monty' and 'Trainspotting'. Also making a bold statement about class is the film 'Billy Elliot where in the film they refer to the miners strike in the 1980's but not saying the cause of industrial action. The artcile then talks about gender and how men mainly dominated cinema making films mainly about male expiriences. where in some films such as 'Football factory', 'Green street' and 'This is England' they show men being the sterotypical view of a man being aggressive and violent films such as 'The full monty' and 'Billy Elliot show men being creative and maybe showing their femine side. However films then started to revolve films more around just women, films such as 'Bridget Jone's diary' becoming hotly debated icon of post-feminism with Bridget enjoying the lifestyle and professional career campaigned for by feminism and in thrall to old-fashioned ideas of romanic courtship. the expression of 'dangerous female sexulaity has been a recurring theme in contemporary British cinema with women being penalised for their sexual desire or obliged to renounce it. The part on ethinicty revolves around many British films being written by white middle class people for white middle class people and many British films have been critisised, films such as 'Notting hill' for making no reference to cultural diversity and 'The full monty' being critisised for the sterotyping of its one black character through his secually-charged nickname of 'Horse'. The British fillm industry also being slammed for citing the lack of a 'black harry potter' with Ken Williams saying "why is childhood fantasy only left for middle-class white children?".
I think that films are also going to contain specific genders, classes and ethinicitys and theres also going to be someone to critise these films saying their "sterotypical" or "racist" but different films revolve around different storylines and need specific actors of a specific gender of ethnicty but as time has gone one many film-makers and writers are now taking into consideration peoples concerns and adress these concerns in their films but adressing issues such as discrimination, sterotyping or racism.

Thursday 2nd July

In media we've started watching British films such as The 'italian job' and 'Get Carter' and what makes them British we also compared them to early films such as 'Saturday night and Sunday morning'.

Both films star Michael Caine

We've also discussed the motion picture production code and the censorship guidelines. The guidelines had been abandoned by the time 'Get Carter' was made which is why it contains a lot more violence and a lot more sexual content.

We discussed myths and how myths can be incoporated into films such as Fairytails like Cinderella and how theres a princess and a prince charming and a happily ever after. Myths are stories that arn't nessecarily true with a believable plot. Films like 'Notting Hill' with a big film star falling in love with a small time book shop owner. Stories that wouldn't normally happen but people hope for. We also went on www.trailoraddict.com and looked at teaser trailors that may be a myth films such as 'Night at the museum'.

22/06/09

In media we have started A2 and we are studying media and collective identity. Within this module we are studying British films and what makes them British. In todays lesson we had a discussion about 'Saturday night and Sunday morning' and what made the film British, we also discussed the values that were portrayed in the film and how they differ from todays Values. After we discussed 'Saturday night and Sunday morning' we looked at other peoples webpages such as http://www.longroad.com/ analysing the way they designed their webpages, taking ideas for our own, then we worked on our webpages uploading pictures of what we consider good British films.

'Alfie' starring Michael Caine.

'Lock stock and two smoking barrels' and 'Snatch' are both directed by British director Guy Ritchie.

Final product - 'every rose has it's thorns' evaluation

When thinking about ideas for what to do for our media product we came up with the idea of movie from the genre of 1940s/1950s murder. Based around the life of one young damaged girl and the last hours of her life leading up to her shocking death. When planning what we were going to do we decided that our audience was anyone who was interested in old films or Alfred Hitchcock as he was one of our influences when making our film.
When representing our lead character of ’Scarlett’ we wanted her to be glamorous and sexy and so that if you would see her it wouldn’t occur to you that she would have these many problems and that she would be such a damaged girl we did this by the way we dressed her and the way Scarlett acted, she was dressed nicely and classy and she walked with confidence. However the first scene in the film is a shot of Scarlett dead it then fades into a picture of a rose this is a juxtaposition of a dead body fading or turning into this beautiful rose. Also when thinking about representation we thought about class, age, gender and ethnicity. Scarlett was upper class which is why it was so shocking when finding out what she’s been through, she’s a young girl early twenties she’s a female and she white Caucasian simple because that was the common ethnicity in that time. When thinking about audience Our film wouldn’t maybe appeal to young children as they may not follow the film or understand the problems and issues that this girl has to deal with. In the planning stages we looked up a lot of Alfred Hitchcock films like ‘psycho’. We also looked up the film ‘gone with the wind’ to get an idea of how a man should act and the characteristics that the character of ‘Rhett Butler’ has in that film is what we wanted the male character in our film to have. We also looked up a lot of film noir to get a feel of the music that we should use and where it’s appropriate to use it. We also looked up film noir to get a feel of how the women act to get an idea for our character of ‘Scarlett’.

When planning our film and filming our film it was important that we included mise-en-scene and semiotics. A big part of our film was the rose that you see on more than one occasion. You first see the rose in the hand of Scarlett when she’s dead. You then see the rose 24 hours earlier in the pocket of the man Scarlett is talking too. A rose signifies beauty, love and romance and that’s what Scarlett is, she’s young, beautiful and has opportunity for love but she has secrets and is hiding things about herself that aren’t good and there like the thorns on the rose. It’s saying even glamorous and beautiful people even people you would maybe call perfect have their problems and have their secrets.
When thinking about the setting we needed to have a dark alley that didn’t get any of the background in as the houses are too modern to be in the 1940s. We decided to film with our backs to the houses, we also did it when it was dark as well. We also needed to film it next to a wall as a big part of our film was filming the shadow of the man on the wall.
When it came to make-up, all we had to concentrate on was Scarlett as the man in our film didn’t where any make-up as you never see his face. When Scarlett was dead you don’t see her face but the bit of her face we tried to make look pale with face powder. When Scarlett was alive we gave her distinctive eyes with eyeliner and red lipstick to make her lips stand out.
With the props there were only a few, but the props we did decide to use all had an important part to play in our film. The bag Scarlett’s carrying is for her too look for a lighter when she comes into contact with the man because she cant find one and the cigarette and match are props in themselves as using them shows the intimacy and passion behind the encounter between Scarlett and the man. The costumes we chose to use were quite important as you can tell what time it is by the clothes that people wear and it was important that our film looked like it was set in the 1940s and not like a modern film trying to look old fashioned. We chose to have Scarlett wear an old fashioned looking dress that we made a bit shorter with tights and heeled shoes we also decided to curl her hair as that’s how people had their hair back then. With the man in our film we decided to have him wear a suit and look quite smart as he is quite a powerful and rich man.
When filming, we had the camera for 4 days and chose to film at night as the beginning of the film is set at night. Most of our shots were pretty straight forward and we didn’t have to do many difficult angles or shots. We used a lot of long shots when filming Scarlett walking and tracking when following her walking. We used panning when filming Scarlett putting on her shoes and looking in her bag as we started at her feet and followed it up. We then used a close up of the man lighting Scarlett’s cigarette. We found filming simple and easy and we filmed it in 2 nights so we could spend more time editing our film.
When we started editing it was quite simple as our filming linked quite nicely together it was working out how to use the Imacs that was the trouble. Once we got the hang of using the Imacs we uploaded our film on to it we started to edit by cutting down our shots and getting rid of the bits we didn’t need we then started to put them into order and adding transitions like fading it and fading out. We chose to have the shot of Scarlett dead first and then the 24 hours earlier because it would have a bigger effect on the audience. As the first scene is her dead the audience would then want to keep watching to see what happened to this girl and why, that’s how we attracted our audience and also from the strong first shot it immediately tell the audience what the films about. After we finished putting the scenes together and was happy with it we then chose and added the music. We chose a piece of music that would fit the mood of the film and would play at the pace of Scarlett’s walking so that one didn’t out-tempo the other. I learnt a lot by using the Imacs it was good to learn how to put together a film, something that you wouldn’t usually be able to do and have the facilities to do so. Also it had a lot of additional things like transitions you could use. When using the Imacs you learn as you go along, as you edit your film, taking things away and adding things and that’s what was good about it when finding different things along the way gave us the opportunity to produce the best film we could.
Looking back at my preliminary task I think I have progressed a lot. I’ve become more confident in my direction of what would look best when filming and what angles and shots to use. I also became more skilled and confident when editing and using the Imacs I new what to do and I new what would look better. I also feel that in the planning progress we thought more about what we were going to do in detail thinking about representation, audience and the values of our film. We were also a lot more planned when filming, we new exactly what we were doing and where and when we wanted to do it, it wasn’t as improvised as my preliminary task. From the class evaluations the class thought that are film was artistic, that we had an interesting use of black and white and that it looked professional. Which was our aim as we wanted it to look authentic. Also the majority of the class also thought we fit nearly all of the criteria including things like selecting mise-en-scene, framing a shot, editing so the meaning was apparent and using varied shot transitions selectively. Because of all the improvement we’ve made and hearing back from our class we now have a film that we are very proud of.
Word count: 1496

storyboard for 'Every Rose Has It's Thorns'

Media Task final film - 'Every Rose Has It's Thorns'

Lessons

15th of january
Today we had a double lesson in media. We have finished editing our film 'Every rose has it's thorns' but right now we are putting music to it, we have been using the website http://audio.lgfl.org.uk/ to look for music and we have found the music that we want. We are know just at the stage of putting it on to our film and we will do that next lesson.

19th of january
Today in media we watched a one hour show called 'hustle'. We made notes on the main characters looking for things like sterotypes and social class we also made notes on juxtaposition and first impressions of the opening titles and what genre we thought it would be based on those opening titles. We then went through the notes as a class having a discussion. Then we used the rest of the lesson carrying on with editing our films.