Keri's Media Studies Blog

Sound in love actually  When looking at sound, we focussed on a scene from love actually. This scene is the opening scene and has dialog over the top of videos from Heathrow airport. When watching it we first listened to it with the sound turned on, and then listened to it with the sound turned off. We then had to identify all of the different sounds in the video. The main feature of the video was the voice over by David (Huge Grant) and then we also noticed the music behind it. We also learned about diegetic and non- diegetic sound. Diegetic sound is the sound that is actually in the scene. Non diegetic sound is when the sound is not picked up on screen and so has to be added during the edited process. For example, music being added to increase the tension or to make it a recognisable movie and also the voice over to add a personal perspective of the scene. This also adds detail and background knowledge. This gets added in during the editing process. When making the vid

Sound in 13 Reasons why When looking at sound, we focussed on a scene from 13 reasons why. When watching it we first listened to it with the sound turned on, and then listened to it with the sound turned off. We then had to identify all of the different sounds in the video. Obviously the music was a main feature of the video and then we also noticed the foot steps when Clay was walking down the corridor, as well as the school bell at they end of the video. The dialogue that Hannah was speaking had to be recreated by someone else. We also learned about diegetic and non- diegetic sound. Diegetic sound is the sound that is actually in the scene, for example the footsteps when Clay was walking down the corridor, or when the actors are speaking in the scene. Non diegetic sound is when the sound is not picked up on screen and so has to be added during the edited process. For example, music being added to increase the tension or to make it a recognisable movie, s

  Mise-en-scene in Him and Her LIGHTING : In Him and Her there are many aspects of mise-en-scene. I studied the lighting in episode 3. In this episode the couple are both going to a fancy dress theme party. Throughout this scene the lighting is very dull which adds to the over sense of dirtiness of the house they live in. There is no natural light, no opened curtains with daylight just man made light. In the bedroom, kitchen and hallway there are lamps which add a warm glow. The use of lamps also create an intimate feeling. These are only for effect however as in each scene every character is lit up by the lights making them stand out. COSTUME & MAKEUP: The two main characters, Steve and Becky, are a stereotypical couple and known for their laziness. thye are wearing comfortable clothing, minimal and casual, realistic and relatable to many people in similar ages to the characters. The characters are realistic and relatable for people

Mise-en-scene in Ferris Bueller   

Cinematography creating a storyboard from The Gold Rush For this task we were given a short clip from The Gold Rush, in this section we were given we had to recreate the 1 minute 20 second. we had to find the actors and setting to recreate this. Before we started filming we had to create a story board focussing on each shot in the time frame given. each shot can change for each section so we recorded them all down in the form of a story board. we also noted the time each section was and the key movements of the characters. each member of the group had a particular section to record and make notes on, we felt the use of the story board helped us a lot when it came to filming. In the story board we noted down the exact place each character was facing/looking/moving and also their interactions with other characters. After we had completed the story board we had to choose are characters and also the setting for this recording. We had Dan as our main male character, Alice as t

Mise-en-scene making an original still image task  In todays lesson we created 3 still images based on the mise-en-scene topics, setting, costume/make up, lighting and figure and expression and movement.  in my group was Joe and Justine, we chose to create a sinister and dark affect for our photos. We used the drama studio for our setting and placed chairs in a random position in the room. some turned upside down, others up right. this is where we had our three actors sitting. For the first image above we created a blurred affect, which we feel made it the most successful out of the three we took. we feel the lighting in this photo is also very successful. there is clear contrast of light and dark areas, the long shadows of the chairs we feel also looks extremely creepy and adds to the over all horror theme we were going for.  In this third photo we used the shadow of Justine's face to add a contrast to Dan's, we felt her shadow showed the idea of innocent and lo

Shawshank Rendemption mise en scène noun The arrangement of the scenery, props, etc. on the stage of a theatrical production or on the set of a film. the setting or surroundings of an event.

  EVALUATION Overall, we are pleased with the outcome from our video. we feel like the planning went quite well, we created a storyboard to help and give us some ideas, however we did change some shots around to improve our video and our structure. we tried to film various ages, which is why our storyboard was overlooked a bit. I feel like, how we showed our cast the video with earphones and some without earphones made it more interesting for the audience, as we dont know what part they are reacting too. All our locations ended up being in different areas, depending on what character our cast were playing. The filming went really well, we got some responses which were really impressive and thoughtful, but on the otherhand there were responses that were obvious. Some students and teachers were quite natural in front of the camera, while others were slightly embarassed which made our final video more humerous, funny and exciting, which was what our aim was. The Editing was re

This is our final cut of our first project. We feel this piece was very successful even though this was our first attempt of using the equipment and resources.

Editing Process We have edited the outcome using Imovie, although i have not had much experience with the software,  it was really easy to use and learnt as I went along.  I simply imported files from whatever we recorded the footage on (a video recorder and an iPhone) I then cut the image and created an order.  I later added titles and enhanced the image. Overall I found the software really easy to use but I would like to learn how to use more complex software in the future so there are more options and effects at my disposal.

We had a range of ideas for our production company n ame. We decided as a group we wanted it to be personal to us and include either the initials from our first or last names. Some of our ideas where -Every Production - Production -JJK Production -SJK Production We decided on sjk production as it sounded better than the others. We asked others in the class for their opinions and they agreed. We kept our design simple yet we feel it looks very successful. We used the text from dafont.com. 

Story Board Lilly:This pupil also played a yr9 student girl, who gave a good opinion on what she thought 'that' could symbolise. This was a good answer for a young student, who had never listened to the song in the past, since player it to her. Yr9 male student: This student played a year 9 pupil in our media project. He gave us a good opinion on the song  'I'll do anything for love' Meatloaf, as he had heard this song before.  He told us that  the 'that' in the song could symbolise "that he won't buy expensive" items for the person that the song is written for.  Yr9 male student: This student was reluctant in participating in a manner we were expecting. He told us that he thought that the words had no hidden meaning and  meant exactly what was written, that he "would do anything for love". on the other hand this answer was one our weakest opinions. Yr9 male student: Lastly, this pupil, ga

What questions were you given (photo)? From our four options we chose our top two which where "what's 'that'? in the Meatloaf song?" and also the story of Humpty dumpty . For the Meatloaf song we wanted the question to be entertaining and humours when asking others ideas on the song lyrics meaning. For the Humpty Dumpty story we want it to be entertaining however also educational, we want to be able to add humour but also different interputations of the childhood story. W hen looking into both of the options we decided to create a film on meatloaf’s song lyrics,  the plot of the film would be us ask a range of people, different ages about their own interputation of the song and its hidden meaning . We would start the film by playing the song up into the chorus and then we would switch focus onto a teacher and then we would ask “so what do you think the “’that?’ is in the song?” after his/her response we would then switch again to a different locatio

This is our group for the project, Joe Lee, Keri Kennett and Justine Spencer. We created a video diary explaining the question we were given to uses as our stimulus, brief plot, the reasons behind the chosen stimulus and the roles we are taking up within the group. The video diary explains in detail our ideas and dictions for the short film.