Term 4, Lesson 13

Production schedule - Shot list

Scene 1 shooting 

 Monday 19/10/2015

We shoot at the Tropicana Motel in mermaid on the Goldcoast highway.

Actor: Stan -Wolf

Directors/videographers: Portia, Holly & Kartya

Absent: Alex (sick)

Time: 11:45am-2:25pm

Shot list:

Prop/costume list:

Suit: white shirt, black dress pants, dress jacket -Stan/Wolf

Hat: -Stan/Wolf

Dress shoes -Stan/Wolf

Letter -Stan/Wolf

Lipstick- Letter 

Equipment list:

Camera 1: wide angle 

Camera 2: Close up 

Camera 3: Behind the scene shots (BTS)

Tripod for camera 1

Tripod for camera 2 

Boom light 1 

Boom light 2 

Reflector 

Sheet for lighting 

Problems:

----------none----------

Any other shots needed:

A few extra canted shots, location: stairs & location: below balcony

Scene 3-4 Shooting 

 Sunday: 25/10/2015

We shoot at the alley ways in Bundall

Actor: Stan Mackay Payne

Actress: Kartya Smithers

Actor: Bryce Linington

Actor: James McMillan

Actor: Jasper Hardy

Absent actors or actress: no absentees 

Directors/videographers: Portia, Alex & Kartya

Absent: Holly (family commitments)

Time: 3:00pm-5:00pm

Shot list: 

Printed out in costume box for the day.

 

Prop/costume list:

Suit: white shirt, black dress pants, dress jacket -Stan/Wolf

                                                                         -Bryce/ 1 of 3 bears

                                                                         -James/ 1 of 3 bears

                                                                         -Jasper/ 1 of 3 bears

Hat: -Bryce/ 1 of 3 bears 

Dress shoes  -Stan/Wolf

                      -Jasper/ 1 of 3 bears

                      -James/ 1 of 3 bears

                      -Bryce/ 1 of 3 bears

2 Film cameras -James 

Female costumes -Leather pink blouse and skirt, cream heel boots, -Kartya/G(Gemma)

Hair and makeup: To do on shoot only if needed 


Equipment list:

Camera 1: wide angle 

Camera 2: Close up 

Camera 3: Behind the scene shots (BTS)

Tripod for camera 1

Tripod for camera 2 

Boom light 1 

Red Head 

Reflector 

Sheet for lighting for close ups

Problems:

----------none----------

Any other shots needed:

A few extra canted shots 

Scene 5-6-7 Shooting 

 Sunday: 1/11/2015

We shoot in Broadbeach on T E Peters Drive.

Actor: Stan Mackay Payne

Actress: Kartya Smithers

Actress: Scarlett Fahey 

Actor: Bryce Linington

Actor: James McMillan

Actor: Jasper Hardy

Absent actors or actress: no absentees 

Directors/videographers: Holly & Kartya

Absent: Alex and Portia (Important Family Commitments)

Time: 7:00-9:00pm

Shot list: 

Printed out in costume box for the day.

Prop/costume list:

Suit: white shirt, black dress pants, dress jacket 

             -Stan/Wolf

                                                                      -Bryce/ 1 of 3 bears

                                                                      -James/ 1 of 3 bears

                                                                      -Jasper/ 1 of 3 bears

Hat: -Bryce/ 1 of 3 bears 

Dress shoes  -Stan/Wolf

                           -Jasper/ 1 of 3 bears

                           -James/ 1 of 3 bears

                           -Bryce/ 1 of 3 bears

2 Film cameras -James 

Female costumes -Leather pink blouse and skirt, cream heel boots, -Kartya/G(Gemma)

                                   -Black coat, Lace blouse, Cream pencil skirt, Black light heels - Scarlett/Red

Hair and makeup: To do on shoot only for Scarlett/red 

(Scarlett comes to location at 6:30 for hair and makeup)

scene set up:

A wooden dinning table presented centre in a small room, with a window on the right hand side of the left wall,

The back wall is one big opened window door.

Chairs will be situated around the table.

On the table have a film camera, have a bottle of 'alcoholic' substance (which is actually chlorophyll water), and cards which will be used as a prop.

Lighting will be positioned on the night to make sure that the shadows are extreme to represent film noir, effectively.

Equipment list:

Camera 1: wide angle 

Camera 2: Close up 

Camera 3: Behind the scene shots (BTS)

Tripod for camera 1

Tripod for camera 2 

Boom light 1 

Boom light 2

Red Head 

Reflector 

Sheet for lighting for close ups

Problems:

----------none----------

Any other shots needed:

Scene 2-8 Shooting 

 Sunday: 16/11/2015

We shoot in Broadbeach on T E Peters Drive.

Actor: Stan Mackay Payne

Actress: Scarlett Fahey 

Actor: Bryce Linington

Actor: James McMillan

Actor: Jasper Hardy

Absent actors or actress: no absentees 

Directors/videographers:  Kartya 

Bts photographer: Holly

Absent: Alex and Portia (Highly Important Family Commitments)

Time: 11:00am-2:00pm

Shot list: 

Printed out in costume box for the day.

 

Prop/costume list:

Suit: white shirt, black dress pants, dress jacket -Stan/Wolf

                                                                          -Bryce/ 1 of 3 bears

                                                                          -James/ 1 of 3 bears

                                                                          -Jasper/ 1 of 3 bears

Hat: -Bryce/ 1 of 3 bears 

Dress shoes  -Stan/Wolf

                           -Jasper/ 1 of 3 bears

                           -James/ 1 of 3 bears

                           -Bryce/ 1 of 3 bears

2 Film cameras -James 

Female costumes -Leather pink blouse and skirt, cream heel boots, -Kartya/G(Gemma)

                                   -Black coat, Lace blouse, Cream pencil skirt, Black light heels - Scarlett/Red

Hair and makeup: To do on shoot for Scarlett/red 

Scene set up:

Piano set up with candles, old fashion boxes, a photo frame onto of piano.

Behind the piano on the left have a light shining up.

Next to the piano on the left of the door have a curved vase.

On the right of the door have a cabinet which will represent an old fashion bar with a small selection of glasses and bottle of rum, whiskey, gin, and other liquor substances.  

On the right hand corner have a red chair, with an old fashioned, fashion styled painting.

To the right of the chair have a table with a light on it which will be used to create shadowing on the actors faces.

To the right of the table have another lower chair which will create a dominance role on scarlet who will be situated on the left chair. 

Equipment list:

Camera 1: wide angle 

Camera 2: Close up 

Camera 3: Behind the scene shots (BTS)

Tripod for camera 1

Tripod for camera 2 

Boom light 1 

Boom light 2

Red Head 

Reflector 

Sheet for lighting for close ups

Problems:

----------none----------

Any other shots needed:

A few extra canted shots 

Term 4, Lesson 12

Year 11 Film, Television and New Media Film Noir Style Production
Self-reflection and evaluation:

Please answer each question using complete sentences, including as much detail as possible.
1. Discuss your feelings about the production task: Please justify your responses:

• Are you satisfied with the result? (i.e. did it turn out as well as you hoped?)
I am satisfied with the end product as even though it isn't quite how I planned it would be, it worked out being just as good.

• Did the project require more/less time than you originally thought?
I knew it would be very time consuming as I have done other production tasks but it was easier that I only had to edit two scenes instead of the whole film because that would have made it much more time consuming.

• Would like to change or improve any aspects of your final film (storyline, shots, editing etc.)?
A film can always be improved, if we had a longer time limit I would have liked to expand more on the storyline. I also wish I was at the filming for my scene that I edited as a lot of the scenes are very shaky as a tripod wasn't used.

• If you could start the project again, what would you do differently?
Being at the last two filming sessions would probably made me feel a bit more comfortable with the shots.

2. As this task focused on the Film Noir Style, describe:

• How you used specific elements of mise-en-scene to depict your film’s genre and enhance the narrative?
By using 50's style clothing, covering the windows with dark sheets to make the room dark but with harsh lighting.

• How you used specific shot types to convey the story using visual language?
We used some angled shots to show who was in power, we hid a the identities of a few characters with only shooting specific areas of them e.g. their feet.

• Whether the intended genre is depicted clearly or if this could be improved?
There is always room for improvement but I believe that we pretty much captured the essence of what we needed to do.

3. Personal reflection and evaluation:
After your previous task, you were asked to reflect upon the project and identify aspects of planning, production and reflection, which could be improved. Please explain which aspect you chose to focus on for this task and how you have made improvements.

The shot list was what we definitely needed to improve and I believe we did this. Every shot that we needed was filmed and we always knew exactly what we needed to do. When improving our work on the shot lists it made us much more organised than in previous tasks.

4. Reflecting upon your completed task, respond to the following points:

• How did other people respond to your rough-edit? Did you use their feedback to make changes to the film?
I know that I individually reponded to the feedback I got and made adjustments to my scene, in particular tightening it all up and adding in a few quick shots.

• Did your group use the planning and analysis tools effectively? (ingredients list, storyboards, shot lists).
I feel that we did as we were so organised in getting everything done, the only thing that held us up in places was when we were trying to get all the actors together so we could film.

Term 4, Lesson 11

Storyboards:

Term 4, Lesson 10

Today we showed the rough edit to Mr Andrew's everything was pretty much okay besides some shots in my edit saying that the subject was to entered and needed to be placed on the rule of thirds or to position the camera is a different way. There was two edits that I had to fix and I definitely believe think made it better.

Term 4, Lesson 9

We filmed the final scenes that we needed and the extra shots that I needed for my scene during test block and unfortunately I had an exam so I couldn't be there, I offered to edit the scene as I wasn't there but Kartya needed to edit it as she hadn't edit anything else. The shots weren't exactly how I imagined it but they looked good once I put it together.

Term 4, Lesson 8

After editing my scenes I did get frustrated because the shots were a bit wobbly but I managed to make it look as steady as I could. I believe that it worked out very well, there are still a few shots missing and when the music is added in when we put the whole film together.

Term 4, Lesson 7

On the weekend we filmed the most important scene will every character, I couldn't make it so I will edit this scene and a smaller scene of Kartya being taken. Watching over the shots I noticed that a tripod hadn't been used which made me quite distressed as I knew I was going to be editing this and I wasn't sure if I could make it work - affecting my mark.

Term 4, Lesson 6

On the weekend we filmed the alleyway scene (me, Kartya and Alex). As Holly couldn't come she will be editing this scene. I believe this went pretty well even though it was shot during the day, that part of the film is set during the day and it was the only time we could film there.

Term 4, Lesson 5

As Alex wasn't at the location when we filmed the first scene she edited it, that is what she was doing in class. The rest of us continued working on our blogs

Term 4, Lesson 4

Planning filming for the weekend, we were planning on filming on both Saturday and Sunday. Saturday will be the alleyway scenes will the whole cast but not everyone is available and so we are just going to film on Sunday at Motel Tropicana, this will just require Stan and it will be the opening scene for the film.

Term 4, Lesson 3

Today I finalised my treatment for it to be handed in.

Treatment Overview
The treatment is a document outlining the project and showing what will occur in the film from beginning to end. A good treatment should be at least 2 pages long. Your treatment should include:

TITLE
RED

TOPIC/INTRODUCTION
The following production design is for a short film based on Red Riding Hood and Goldilocks, about a young girl who in is a relationship with a man that is cheating on her so she gets revenge on the girl he is seeing and frames the man for her death.

SYNOPSIS
The male character playing the wolf walking to a stingy motel room, checking a letter then his watch, then knocked in the door. Door is unanswered so putting pressure on it, it opens then screen flashes to white to signify going back in time. Words appear on screen 48 hours earlier. Showing Red leaving her and the wolfs house both expressing their goodbyes. Fade to black. Wolf and Gemma walking in an alley together unknowingly being photographed by members from a gang. Scene freezes then zooms out to a both in a restaurant with 3 big men in the gang three bears. Red walks in and sits down with them. They discuss a deal of the bears killing Gemma and receives money in return. Red then writes a letter intended for Wolf and kisses it and put in her bag, then nods in agreement with the bears. When she returns home she hides the letter in the Wolfs blazer pocket he wore with Gemma hanging on his chair. Fades to black. Gemma walking down an alley in fast shots signifying that she is being taken. Fades to black. Flashes back to the Wolf walking into the motel room finding Gemma dead. Flashes forward a week to an unknown person reading a newspaper with a photo of the wolf on it being called a murderer, newspaper lowers to see that it is Red just by her eyes. Fade to black.

RESOURCES
Red - Georgia-Rose, dress, heels
Wolf - Stan, hat, blazer
Gemma - dress, heels
Bear 1 - James, hat, blazer
Bear 2 - Bryce, blazer
Bear 3 - Luke, blazer

JUSTIFICATION
Using a 50’s setting and a clear story line we believe that it will translate the what we are trying to say easily.We will be using limited speech as we believe that a film noir film has limited speech which makes it more suspenseful.

Term 4 Lesson 2

Working on our pre-production tasks:

Character Outlines:

Red: Red is a young girl that has had a privileged life always getting what she whats, this then causes her flaming jealousy when she finds out that her partner, ‘Wolf’, whom she has been in a relationship for 2 years with has been cheating on her with a women called Gemma. Red doesn’t love, although she does not like being told she is wrong or if someone has done something that makes her look vulnerable. Red is in her early 20s, with long brunette hair and dark brown eyes. She has always been a striking women, very attractive to men. She has had a large inheritance from a family member unknown to her, with this she uses to pay off a gang as they do her favours, along with luring them though her flirtatious yet mysterious personality. 

Wolf: The Wolf is a man that is in a relationship with Red and whom is cheating on her with Gemma. He is a business man, works within the management department of a large company. Has a good group of male friends, and yet he is in a relationship with Red he still flirts and thinks of other women. In the office he flirts with numerous women, and is currently having an affair with Gemma whom works in advertisement. He doesn’t love. He can not imagine a future with Red so does not care although keeps her for security. 

Gemma: Gemma is a women within her 20s whom works in the same company as Wolf. She is naive, stubborn and wants to be loved. She is easily manipulated and often objectified by men although never learns from her mistakes. She knows that Wolf does not love her but she wants to feel important while it lasts. She has blonde hair and a slim figure.

3 Bears: The 3 Bears are a group of men, within their 20s, whom have been lured by Red to complete her dirty work. They don’t mind doing so as they are being paid although also are all each very attracted to Red and enjoy the small moments in her company. Neither of them have substantial jobs. They have lived in the same town their whole lives, were friends throughout school and were never friends with anyone else. They are the types of people whom do not care about rules, safety or boundaries. They do whatever they please and feel 100% confident in their actions revolving Red’s wishes. They all hope to end up with Red after the events occur.

Term 4 Lesson 1

Working on pre-production tasks for our film noir film.

Treatment Overview

The treatment is a document outlining the project and showing what will occur in the film from beginning to end. A good treatment should be at least 2 pages long. Your treatment should include:

1. TITLE

RED

1. TOPIC/INTRODUCTION

The following production design is for a short film based on Red Riding Hood and Goldilocks, about a young girl who in is a relationship with a man that is cheating on her so she gets revenge on the girl he is seeing and frames the man for her death. 

1. SYNOPSIS

The male character playing the wolf walking to a stingy motel room, checking a letter then his watch, then knocked in the door. Door is unanswered so putting pressure on it, it opens then screen flashes to white to signify going back in time. Words appear on screen 48 hours earlier. Showing Red leaving her and the wolfs house both expressing their goodbyes. Fade to black. Wolf and Gemma walking in an alley together unknowingly being photographed by members from a gang. Scene freezes then zooms out to a both in a restaurant with 3 big men in the gang three bears. Red walks in and sits down with them. They discuss a deal of the bears killing Gemma and receives money in return. Red then writes a letter intended for Wolf and kisses it and put in her bag, then nods in agreement with the bears. When she returns home she hides the letter in the Wolfs blazer pocket he wore with Gemma hanging on his chair. Fades to black. Gemma walking down an alley in fast shots signifying that she is being taken. Fades to black. Flashes back to the Wolf walking into the motel room finding Gemma dead. Flashes forward a week to an unknown person reading a newspaper with a photo of the wolf on it being called a murderer, newspaper lowers to see that it is Red just by her eyes. Fade to black.

1. RESOURCES

Red - Georgia-Rose, dress, heels

Wolf - Stan, hat, blazer

Gemma - dress, heels

Bear 1 - James, hat, blazer

Bear 2 - Bryce, blazer

Bear 3 - Luke, blazer

1. JUSTIFICATION

Using a 50’s setting and a clear story line we believe that it will translate the what we are trying to say easily.We will be using limited speech as we believe that a film noir film has limited speech which makes it more suspenseful. 

Term 3, Lesson 18

Analysis of Hercules:

Hercules:

• from a young age strength is important
• having no muscles but is still extremely strong make him a freak - clumsy is bad
• didn't belong
• "He's to dangerous to be around normal people!"
• in training he is saving a damsel
• He wants to be come a true hero
• when he said use your head, he literally used his head
• 'wonderboy'
• boy saves girl and becomes a god

Meg:

• in training he is saving a damsel
• "... rescue some damsels, heroic stuff."
• "sounds like a basic D.I.D, damsel in distress."
• "I'm a damsel, I'm in destress, I can handle this."
• skinny
• tiny waist
• long hair
• meg works for Hatie because she sold her sole to save a man and then he left her
• she has a deep smooth voice
• she lounges around
• sings
• boy saves girl and becomes a god

Others:

• "I haven't seen this much love in one room since Narcistis discovered himself"
• Haties - fire hair, sharp and pointy teeth and fingers - big, dark, no one takes him seriously, eats worms
• Philoctiti, "nimfs, the can't keep their hands off me", he then gets slapped by a nimf

Term 3, Lesson 17

Media Task: 

• evaluate women or men in disney
• big audience
• films are iconic but questions rise on how they stereotype and how that translates to the audience
•  content and contextual analysis 
• 4-6 minutes
• analyse the role that the film play in creating and reinforcing gender stereotypes
• women - appearance, cooking, cleaning, good, bad, personality, actions 
• men
• attributes (personality, actions, appearance)
• roles (disney films don't challenge the stereotypical roles)

Peter Pan Analysis:

Wendy:

• Wendy believed and was the 'supreme authority' of peter pan
• beautiful
• very talkative and annoying when first meeting peter
• Peter say "Girls talk to much", "Get on with it girl"
• Peter saves Wendy when she is being shot down
• Peter laughed at Tinkerbelle calling Wendy a big ugly girl
• when they are flying to neverland Wendy checks her appearance in the reflection in the river
• Wendy is the kind one and tells Peter not to banish Tinkerbelle for too long even though tink is horrible to her
• mermaids lie around and admire themselves, they love peter and admire him, jealous of wendy, pull her in the water - peter just laughs 
• Peter leaves without Wendy after saving Tigerlilly
• peter shushes wendy when she's standing up for herself
• peter shows off to Wendy
• Hook says, "A jealous female can be tricked into anything"

Peter:

• peter pan chose a house of people who believed in him
• unattractive
• looks dirty 
• not presentable
• only wanted to here stories about him
• laughed at tinker belle calling Wendy a big ugly girl
• He doesn't want Wendy to grow up for himself not for Wendy
• saves Wendy when she is being shot down
• can hate Tinkerbelle after one incident 
• shushes Wendy when she's standing up for herself
• shows off to Wendy
• calls hook names
• leaves without wendy after saving tigerlilly
• smokes from a pipe on screen

Others:

• male narrator
• mrs darling believed he was the spirit of youth
• mr darling was a 'practical man'
• bothers believed peter pan was real person and was the hero of all their stories
• Mary Darling - elegant and beautiful
• John Darling - chubby and arrogant
• when Tinkerbelle is admiring herself in the mirror she thinks her hips are two wide, measuring them with her hands 
• Lost boys - lazy, sleeping, dirty, stupid, will believe anything someone they know says
• John is racist in calling the indians savages, cunning and unintelligent 
• john smokes but makes him ill and wendy doesn't let her or Michael smoke

Term 3, Lesson 16

The Bachelor Episode:

These are the shows who reinforce stereotypes of women

Women as a group:

• They are bimbos even though the may have a good jobs
• edit intelligent comments they may make out
• desperate
• bitchy
• positing the audience to see them the way they want them to
• feel sorry for them 
• manipulating the characters
• the audience is judgmental and hypercritical 
• they are all competing

 

Sam:

• becomes okay to compete for a guy
• normalising guys dating multiple girls
• he could be decent if he didn't make girls fight over him
• we are only shown what the girls go through

 Heather:

• fun
• cheeky
• opinionated
• confident
• hides her emotions
• possessive 
• different when she is with Sam
• all girls are jealous with heather
• white rose

Ebru:

• said that heather would only be a friend to Sam
• Heather is a threat
• tries to be better then others

Term 3, Lesson 15

Analysis of The Little Mermaid:

Ariel:

• adventurous
• beautiful
• the most beautiful voice
• soft 
• angelic
• not scared of anything
• dumb and will believe anything a male says
• gets into trouble for not being where she is suppose to be
• carless
• 16
• disobedient 
• gets in trouble for being different 
• She needs a babysitter
• girl saves boy
• sings
• becomes obsessed with boy
• she makes irrational decisions because she is young
• she has an unrealistic body
• she gets embarrassed easily (fork)
• she would marry him within a day of knowing

Eric:

• handsome at first sight
• dark hair, blue eyes
• plays an instrument 
• he needs to get married - preferably to a princess
• he knows which girl will be the right one form the moment he sees her
• girl saves boy
• he cares about animals
• he's looking for the voice not the girl 
• boy saves girl 

Trident and others:

• King big and muscular with white long hair and facial hair to signify wise
• sisters are all beautiful and colourful 
• Ursula has a deep voice, scary, older, over weight

Term 3, Lesson 14

Beauty and the Beast Analysis:

Belle:

• Everyone needs to be able to sing
• A girl is strange if she reads
• Her name means beauty
• Different from the rest of the town, odd
• "It's time you got you head out of those books and paid more attention to important things. Like me." Gaston to Belle, "The whole town in talking about it, it's not right for a woman to read, soon she starts getting ideas, and thinking..."
• soft and angelic voice
• Gaston expects Belle to marry him on the spot, saying its the day her dreams will come true
• will sacrifice herself for her father
• The beast must attempt to be a gentleman to win Belle's heart
• will never see the beast as anything but a monster
• needed to be saved
• took care of beast when hurt
• Beast gives her his books because she loves and appreciates them, she cares about them
• Both make adjustments to suit each other
• The site of Belle gave the beast strength to fight back

Beast:

• Prince spoilt selfish and unkind
• old women (enchantress) with rose said, "don't be deceived by appearances, for beauty is found within."
• Punishment for having no love in the Prince's heart she turned him into a beast 
• Prince ashamed of his new form
• Doomed to remain a beast unless he could love another and be loved in return
• Both make adjustments to suit each other
• The site of Belle gave the beast strength to fight back
• feels the only way he can act is in anger

Gaston:

• hunter, handsome, has trophies
• Others girls only pay attention to the handsome men not the kind ones
• "It's time you got you head out of those books and paid more attention to important things. Like me." Gaston to Belle, "The whole town in talking about it, it's not right for a woman to read, soon she starts getting ideas, and thinking..."
• Gaston expects Belle to marry him on the spot, saying its the day her dreams will come true
• Gaston must always get his way
• Gaston - thinking is a dangerous past time
• Gaston willing to do anything to get Belle

Term 3, Lesson 13

Snow White Interpretation:

What might a female character do that is different from the original?
- stand up for herself
- go after the queen
- not be to naive

Identify a situation in which she speaks. What might she say?
- when the dwarfs say she can only stay if she cooks and cleans, “I’m not going to cook and clean for - you, I’m in hiding from someone who wants to kill me, you were doing a great job yourself don't - - - expect me to clean up after you. I’m not your mother!”

What might she be rewarded for?
- being smart enough to run
- cleaning up after dwarfs and cooking for them even though she didn't have to

What qualities would be valued in women? 
- courage
- strength
- intuition

What might she be punished for?
- letting people push her around
- not standing up for herself

Term 3, Lesson 11 & 12

Over these lessons we have been continuing the discussion of gender stereotypes and general stereotypes in the world as well as Disney and how Disney is the result of some of these problems. From a young age in our lifetime and a bit before Disney has been giving girls and young women the wrong idea about themselves as well as men.

Term 3, Lesson 10

Disney Stereotypes:
- You should change who you are for your love interest. ('The Little Mermaid')
- Men are hopeless and need women to take care of them. ('Snow White and the Seven Dwarfs')
- Outward beauty is what makes you special. ('Cinderella')
- Being thin and white is what makes women beautiful and valuable. (Everything pre 'Mulan')
- Weight determines temperament. ('Beauty and the Beast')
- Women have to be strong AND gentle. ('Pocahontas')
- Arabs are erotic, barbaric and ignorant. ('Aladdin')
- Men are saviours.
- Being masculine means being hot and buff (and white, obviously). ('Hercules')

Term 3, Lesson 8 & 9

Watched 'MISSREPRESENTED"

QUESTIONS ON MISSREPRESENTED:

1. “You can’t be what you can’t see.” What does this quote suggest about how representations of powerful women are, largely, absent from the mass media?

It means that if there isn't someone already where women aspire to be when they grow up and decide on a career they will most often won't continue on that path.

2. What does Miss Representation suggest about the way women are represented in the media?

It shows that women need to be perfect and codependent on men as most women in the media aren't what they seem due to photoshop or a bad photo being taken.

3. What is a stereotype? Which gender stereotypes are being repeated again and again in the media?

Dumb blonde, women can't handle big positions, they belong in the house, hot body, what the man wants her to be,

4. In terms of representation of women, what is the problem with mainstream Hollywood films?

Women wat films about men but men don't watch films about women, even in films about women - they need to find a man, women 'can't' direct films.
In non-hollywood mainstream films women characters are stronger, more realistic, more opportunities.

5. What sort of stereotypes are used to represent female leaders?

Bossy, arrogant, nags, rude --- attractive, more domesticated, object of desire, neglectful
In Australia: Julia Gillard (teased, objectified, judged on looks, clumsy, voice)
Speaker - Bron Bishop: (powerful, spent tax payers money inappropriately)
Julie Bishop: (working on united nation security, standing up for flight MH17, making an international stand  

6. What does Caroline Heldman argue about representations of women like Lara Croft which, on the surface, may appear empowering?

7. What, according to Gloria Steinem, is the side effect of representations created in a patriarchal system?

8. During prime time television, what age group do the majority of female characters belong to?

9. What does Jennifer Pozner claim about the representation of women on reality television?

Bitchy, dramatic, emotional, annoying, make a big deal about women but the men are the ones who overreact more

10. Explain how the following factors may influence the representation of gender in the mass media:  cultural attitudes, media ownership, advertising, media regulation.

Term 3, Lesson 7

Statistics:
28.3% of women are dressed in 'sexy' attire in family films and men only 8%
- women are generally more sexualised than men
- easier to sexualise women - overly sexualised
- more normal for men

Percentage of characters with thin bodies in prime-time shows by gender
women - 37.5% men - 13.6%
- modern family: - comedies
- Mitch and cam - typical gay stereotypes
- Jay and gloria - gold digger & sleazy old man
- Phil and clair - 'fun dad' & strict, uptight
- Home and Away: - drama
- bad stereotypes

Percentage of speaking characters in prime-time comedies by gender
women - 31.5% men - 68.5%
- men are dominant
- women are seen not heard

Percentage of prime-time shows with gender-balance casts 22%
- friends: -
- phoebe - dumb hippy
- Joey - dumb actor
- Monica - use to be fat, now chef
- Ross - nerd - science/paelentologist
- Rachel - dumb, rich, spoilt now works hard
- chandler - awkward, no one knew his job

The ratio of male to female characters in children's TV shows 2.25 to 1
- give young kids a false representation of the world
- women aren't as relevant
- women's only person is to be saved
- men are shown to be more dominant and superior

Percentage of family films with a male narrator 73.5%
- more authoritative

What the statistics tell us about women:
- dumb
- spoilt
- easier to sexualise
- not authoritative

Ellen Degeneres:
- Born on January 26, 1958, in Metairie, Louisiana, Ellen DeGeneres became big as a stand-up comedian before starring on her own sitcom, Ellen
- In 1997, she came out as gay and has become a staunch advocate of LGBT rights
- She has been the host of her own award-winning talk show, The Ellen DeGeneres Show, since 2003, and married girlfriend Portia de Rossi in 2004
- Her wit won over audiences, and DeGeneres finally found success as an actress with her own prime-time sitcom—the self-titled television series, Ellen
- From that point, she enjoyed a dizzying evolution from its beginnings as an ensemble show to its development into a showcase for DeGeneres

Term 3, Lesson 5-6

Male Stereotypes

Old Spice ad:

- men should be like him

- 'I am who you want to be'

- targeted at both males and females

- men need to step up their game

- abs 

- buff

- men need to be adventures 

- 'walked on water' - almost jesus

- cake says your beautiful

- men need to be able to build things 

- swan dive through the air almost like jesus

- land in spa, wealth, luxury - relaxed, living the dream

- badass on a motorbike 

- unrealistic 

Solo ad:

- tough guy

- masculin 

- strong

- not scared of anything 

- sexualising men

- dominant

- in control

- Australian man 

- willing to take control of a situation 

- sloppy/messy

- intimidating

- athletic

- survive in the wild

- target audience: Australian men and women 

Diet Coke ad:

- sexualising women wants man

- mand doing work

- women sitting, watching and eating

- group of women but man is still most dominant 

- sloppy/messy

- used as sex symbol

- lawn moer had hypnosis sign

- target audience: men and women

Lynx ad:

- only older women in ad

- if you angles will fall for you

- all women were attracted to him

- you don't have to be perfect for it to work

- 

Calvin Klein:

- oily, muscular

-looking into the camera

-hand resting on underwear band

-unrealistic

-you buy Calvin Klein you will be attractive

- who a woman wants to be with him

Azarro Men's Fragrance ad:

- the girls will be drawn to you

- the smell will attract them

- you have control

- more advertising the after affects than the actual fragrance

Watch:

- james bond

- perfectly dressed

- spotlight

- strong 

- adventurous

- handsome

- powerful 

- well known

- appeals to women and men

Twilight:

- manly

- dominant

- strong

- pining after a girl

What are Stereotypes:

- St Hilda's Uniform

- Dumb 

Term 3, Lesson 4

- Well known name
- fancy bottle
- unrealistic expectations
- drinking out of a glass
- pink and white
- white - purity, innocence
- pink - femininity
- guy, less prominent - she is the object of his desire

- adam and eve
- hypnotic
- 'bad girl'
- poison
- bottle & face focal point
- analyst colour scheme
- cool colours on woman, hot colours on bottle






http://www.cokeandpopcorn.ch/stream-free-tv-watch-friends-online.php

- sterotypical 'dumb' receptionist
- degrading
- so dumb she can't even cook her toast
- she's the eye candy
- she can't even make soup
- women are incompetent
- the other women in the office were chaotic

- smiling
- sunglasses
- blonde
- pink lipstick
- wearing white - innocence
- outfit 'eyegrabing'
- independant

- crying
- red nail polish
- jewellery
- makeup
- weak
- shown as emotionally unstable
- vanerable

- waring pink
- smiling
- tracksuit
- jumper
- nail polish
- depending on where this photo was published
- left side negative
- right side positive

- smiling
- thin/fit
- well dressed
- flattering angle

 

- constructed

- 'perfect' 

- no ones as good as her

- beauty is in the eye of the holder

Twilight trailer:

- prize - object

- indecisive

- needs to be protected 

Erin Brokovich trailer: 

- uneducated but smart

- takes down a company

- beautiful

Homework:

1. unrealistic, set up, posed, media can pick from thousands of photos, unrealistic expectations of women, beauty is the most important thing, sexualised, stereotype, superficial, fake 

2. there isn't much difference except for the trailer of Erin Brokovich where the woman is although uneducated is still smart and can hold her own.

3. It is not as it is an assumption of what women are like all the time and it is extremely unrealistic.

4. Of corse it affects and influences the way women and girls because they don't discuss their insecurities and therefore don't realise how many other people are affected by this.

Term 3, Lesson 3


Today we spoke about gender stereotypes and how they are represented in 'Sleeping Beauty' such as there is no character development:
you inject your own opinion on what the character would be like
you make up your own story about them
and for other people who have an actual ‘bad thing’ in their life

For today's exercise, you are to read the story and then answer the questions below:

1 After reading the story, make a list of all the qualities that the story is suggesting are important in women. When making your list, think about physical qualities and the personality qualities that appear to be important.
• Beauty, the whole story is based on Snow White being more beautiful than her stepmother
• Cooking and Cleaning for the seven dwarfs, the only way a woman who has escaped being murdered is making her cook and clean to be able to stay with them
• Marriage, she woke up from being poisoned and moved in and married a man because he told her to and because he was a prince

2. Next, make a second list that identifies traits/qualities in women that appear to be undesirable in the story. When making this list, you can think about what the opposite qualities would be to the ones you listed in question one and you can also consider the wicked Queen. Like your first list, consider physical characteristics and personality.
• Unattractiveness, the queen whats to kill Snow White so she can be ‘the fairest in the land’ and that she disguises her self as an ‘ugly’ old woman so she is unrecognisable
• Laziness, when Snow White first go to the seven dwarfs house and they know she's there because she messes their stuff up
• Being single, when the queen died the king remarried and Snow White pretty much just had to agree to marry the prince otherwise she wouldn't know what would happen to her

3. Now, see if you can make a third list that identifies traits/characteristics (both physical and personality based) that appear to be important in the male characters of the story.
• tall
• strong
• handsome
• power

4. After looking over the three lists, are there any conclusions that you can make about what the story is trying to teach its audience about the roles of men and women? Explain in as much detail as you can.
• women: not very bright, very agreeable, beautiful, quiet, must cook and clean, must marry early
• men: tall, strong, handsome, gets what he wants

5. How would you describe Snow White's relationships with:
*The wicked Queen: unfriendly, not close at all
*The dwarfs: almost like a business relationship, but they care about her a lot not wanting her to be found by the queen
*The Prince: they barley know each other


6. Considering this story is still most often read to little boys and girls, do you think it provides a realistic view of men and women? Why/why not?
It does not provide a realistic view of men and women as it is unrealistic, and not true when it come to real life situations.

7. Can you think of any modern stories (film/TV shows/books) that you know of that promote similar messages about men and women as Snow White?

All the fairy tales old and some of the new versions of them such as Cinderella promote similar messages about men and women

Term 3, Lesson 2

Today we finished watching 'Sleeping Beauty' we were then asked to find the gender stereotypes of Aurora, Prince Phillip and two others:

Aurora:
- given the gift of beauty
- given the gift of song
- little dialogue
- sings
- tall
- blonde
- tiny waist
- red lips
- beautiful
- arranged marriage
- expected to have a baby as soon as she marries (she's 16)
- not allowed to rebel against marriage
- soft voice

Prince Phillip:
- limited dialogue
- tall
- well built
- handsome
- sings
- 'saves the day'
- fights the bad guy (girl)
- easily rebelled against marriage

Queen:
- limited/no dialogue
- blonde
- really covered up
- beautiful
- softy spoken

King:
- whatever he says goes
- loud
- gets his way
- tall
- well dressed
- arrogant
- makes all the decision with the other king, to join their kingdoms (arranged marriage)

Term 3, Lesson 1

Today was the first day back and as last term we begun discussions of our next assessment which involves 'Disney' we than started watching one of Walt Disney's classics 'Sleeping Beauty'. That was the film that was decided upon between 3, the others being 'Cinderella' and 'Beauty and the Beast'. 'Sleeping Beauty was decided as it is a film that is extremely stereotypical with all of it characters and is changed drastically from the original written by the Grimm Brothers. Upon watching 'Sleeping Beauty we were asked to find out things that we may not have known, I found:

-  "Sleeping Beauty" is adapted from both the Charles Perrault and Brothers Grimm versions of the classic fairy tale. In Perrault, the princess's name is Aurora; in Grimm, it's Briar Rose. In the movie, she's born Aurora but takes on Briar Rose as an alias during the years she spends hiding out from Maleficent.

- Aurora's true love, Prince Philip, took his name from the British prince of the same name, husband of Queen Elizabeth II, then still new to the throne.

-  The cookies that the good fairies bake are shaped like Mickey Mouse's head.

- "Sleeping Beauty" cost $6 million to produce, making it the most expensive cartoon Disney had yet made.

Term 2, Lesson 25

Today we continued watching 'The Brothers Grimm'

Term 2, Lesson 24

Today we continued watching 'The Brothers Grimm'

Term 2, Lesson 23

Today was the first day back from test block, I had previously completed my filming and handed in my film. My filming went really well and smoothly except that the person I was going to use for my antagonist was not available for when I was doing my filming which I should have planned better.

So on the first day back we begun discussing the Hero's Journey as Mr Andrews believed that some of the trailers weren't completed properly so we did this exercise:

heros journey

hero: superman, batman, iron man, wonder woman, robin

Batman: the joker, poison ivy, the riddler, mr freeze, bane

batman vs. poison ivy

batman: fights for other people, courageous, generous
vs.
poison ivy: has an agenda, hurts people, greedy

batman - ‘the dark night’ - ‘prince charming’

poison ivy - witch

We than began talking about our next assessment and what it would be about.
It will be a group task about fairytales or something to do with that and how they are twisted.
Which then led us to watch 'The Brothers Grimm' which we will continue watching for a few lessons

Term 2, Lesson 22

This lesson was spent editing my film and preparing for the rough edit as I will be busy in the upcoming days and may not have any other time to complete it.

Term 2, Lesson 21

This lesson and afternoon was spent filming, these were the shots of the protagonist in uniform and shots of the car; driving and accelerating etc. I feel that the filming is going successfully and I will be only be missing a few shots of my rough edit.

Term 2, Lesson 20

Today was also spent being in other peoples films, this afternoon was spent filming the mentor and a conversation between mentor and protagonist, it was successful except that the LED light kept flashing and I didn't know why, maybe it was running out of battery?

Term 2, Lesson 19

Today was spent being in other peoples films, this afternoon though was successful in filming the shots of the protagonist studying and the shots of her getting in the the car and the car shots. We probably could have gotten more done today but Holly (playing protagonist) had work of her own to do.

Term 2, Lesson 18

Finishing touches were done on treatment and storyboards as they will be handed in on Monday.

Term 2, Lesson 17

This lesson was spent planning for filming:

Monday Afternoon: Shots of protagonist studying, getting into car

Tuesday Afternoon: Shots of mentor getting out of car, conversation between mentor and protagonist

Thursday Afternoon: Shots conversation with best friend, best friend timing driving, worried

If any of these don't get done, will do them on the following Monday afternoon.

Term 2, Lesson 16

This lesson was spent completing my Storyboards as well as fixing out bits and pieces of my treatment and starting a plan for filming.

Term 2, Lesson 15

Media today was spent going over my treatment, perfecting it and completing my log line in trying to make it interesting for inviting for the reader. I ended up with the log line of:

Inspired by the only female drag racer to win the tournament, Piper Hart is determine to follow her footsteps no matter what obstacles she is confronted with on her way.

This invites the reader and interests them in what the treatment will be about. I also decided on the title Night Mini’s the only reason I chose this is because I was really stuck on a title and it was all I could think of as the film is about drag racing Mini's at night. I am not happy with it and will definitely change it in the rough edit.

Term 2, Lesson 14

Today we talked about how to use Final Cut Pro, which I've used before so I pretty much knew what to do but it was a good refresher. We also talked about crucial elements that need to be included in our trailer such as;

• call to adventure/refusal of the call
• crossing of the threshold
• mentor
• hero/protagonist
• villain/antagonist 
• montages

I then finished off my treatment:

Term 2, Lesson 13

Today was just spent working on out treatments and Mr Andrews working his way around the class discussing the topics of their trailers. When I spoke with Mr Andrews he told me that there needed to be a specific point in the trailer when there was a huge obstacle that my protagonist had to overcome so I was thinking she would fight with her best friend and loose faith about her driving. I will continue to work on those ideas.

Term 2, Lesson 12

Today was spent going through the treatment document and how to properly write the treatment, as well as going over all the due dates for the assessment. We then listed to a treatment trying to visualise the situation then watched the actual trailer it was based on and it was pretty similar to what we listened to, we did this activity because we needed an example of how specific ours need to be. Then Mr Andrews spent the remainder of the lesson going around and discussing with each student the topic and idea they have been working on while he was away. I spent the remainder of the lesson working on my treatment waiting for Mr Andrews to get to me, he didn't this lesson which holds me back in my pre-production and then later filming.

Term 2, Lesson 11

Today we were mainly discussing lighting for our assignment. We talked about reading the 'must read' documents for safety with using lights for the trailer. Following that we then talked about 3 point lighting (key, fill and back), as well as how we can use less than 3 lights and still use elements of the 3 point lighting, also watching a video on how to only have one light and working with it. We then talked about what household items to help with lighting as well, as well as going through all the uses of a big reflector. The rest of the lesson was spent doing more research while Mr Andrews did a tour around the school of places to film.

Term 2, Lesson 10

Today I used my planning from last lesson to write my treatment, I did this in class and finished it at home. It is very basic and will probably be redone when I have further clarity on my trailer. 

Treatment:

Fades from black to paramount logo. Quick edits of school books, writing at a dest/homework, close ups of protagonist - all fading in an out of black. Black screen, voice over (mother?) saying protagonist has a letter which invited her to watch the big drag racing championship. Mid shot of protagonist and threshold guardian/best friend sitting on bed looking at flyer, protagonist knows she can drive but isn't sure if she wants to drive because she wont be accepted because as she is a girl, fade to black. fades from black, close up on best friend mouth, on phone saying ‘you don't know me but you’ll want to know my friend’, fade to black. fade from black long shot of mentor walking out of car and house, fade to black. fade from black, best friend introduces protagonist to mentor, fade to black. fade from black, mid shot of mentor talking to protagonist - telling her story, fast shot of giving protagonist her ‘lucky gloves’, fade to black. fade from black fast shots of driving, best friend timing, excited because just making the times, fade to black. fade from black, long shot from protagonist point of view of first race day to qualify for ‘big race’, close up on best friend - worried because of all the other experiences drivers, mid shot antagonist getting out of car, meets antagonist, fade to black. fade from black coming across finish line, only just qualifies, fade to black. fade from black, nervous in the days approaching ‘big race’, fade to black. fade from black, race day, various fast shot of the race, close ups of protagonist and antagonist racing

what will happen in full movie… 

protagonist wins, fade to black. fade from black, get offered to go on a driving tour with antagonist - second place, meets with antagonist to tell him not going, fade to black. fade from black, protagonist and antagonist become very close, decided to go on tour together.

Term 2, Lesson 9

Today I spent planning my trailer, getting together all the important characters and elements that would need to be included in the trailer. Although most of what I have planned for won't be in the trailer, I need to be very prepared to use any of it as other shots may not work out. I have done the planning so that I can start my treatment as soon as possible and be ready for Monday.

Characters:

Protagonist - girl, drag racing driver

Antagonist - boy, experienced drag racing driver

Threshold Guardian - protagonists best friend?

Mentor - best women drag racer known to their town?

Hero’s Journey:

Ordinary world - studying/smart, coming home from school?- see home environment, comfortable life, no real worries, passion for driving

Call to adventure - flyer for biggest drag racing championship 

Refusal of the call - doesn't want to race, doesn't think she's good enough 

Meeting the mentor - gives advice and her lucky racing gloves

Crossing the threshold - practicing driving with best friend - see how fast she can go

Test, allies, enemies - first race to qualify, best friend worried, meets antagonist 

Test, allies, enemies - qualifying for ‘big race’, calms best friend, becomes ‘enemies’ with antagonist 

Approach to the inmost cave - days approaching race 

Ordeal - race

Reward - winning

The road back - returning home but having the option to go on a driving tour

Resurrection - agrees to go on driving tour, racing against antagonist 

Term 2, Lesson 8

Today was the first lesson that Mr Andrews was away and I just need to keep researching what to do for my trailer and have a clear idea of what that will be by the end of the week. I have changed my mind from what I previously wanted to do which was the Hero's Journey but with a fairytale twist now I'm thinking of doing a woman trying to 'make it' in drag racing and her journey to get there. I've been doing some research on trailers of films about drag racing:

Fast & Furious 7 (2015):

First of all Furious 7 isn't about drag racing but is about driving and being on the run. Besides that I feel that it is easier to create a trailer like this than a fairytale, as in there is no magic or princesses even though especially in that trailer there was a lot of special effects that obviously I wouldn't be able to achieve. In this trailer the Hero's Journey was very clear and even outlined the particular characters.






Need for Speed (2014):

Its becoming clear that most films including racing or drag racing have an underlying message, or conflict that the driver my be reading for, this makes me realise that if I do this kind of trailer I need to come up with a reason for wanting to race. This trailer follows the Hero's Journey exactly. I enjoyed this trailer as it was fast and keeps me interested.







These trailers were enough for me to know that I am going to do a trailer based on a female drag racer, I will do further brainstorming to come up with the other aspects needed for my trailer.

Term 2, Lesson 7

As I was away on Friday I missed a lesson in media, learning that the group assessment is now individual but we can still use our group members as actresses. To start off the lesson we went over how to properly write a treatment and how it should sound. With very basic treatments it consists of a very bland explanation of the mise-en-scene such as the setting and costumes as such. We were then taught how to change that to make it very particular so that when Mr Andrews or another teacher reads it, they will see what you see making a very distinct picture. As well as the treatment being particular it is important that the storyboards fill in the missing gaps in the treatment such as camera angles and how the trailer will flow. After that we finally watched out trailers from last term as a class which was a fun way to end the lesson, its really interesting to see how much the trailers changed from the rough edit to the final.

Term 2, Lesson 6

In today's lesson we discussed the homework and well as get into groups for our next assessment. Our next assessment is a trailer which follows the technique of the Hero's Journey, in my group is Holly and Ellythea. Ellythea was away so Holly and I brainstormed about possible ideas, I was thinking something to do with a fairytale which the characters from the Hero's Journey would be easy to convey. I went home and researched into fairytales that have been made into movies looking at different trailers and seeing if they follow the Hero's Journey.

Cinderella (1950):

As the original Cinderella is quite old the trailer follows the very only principal such as a voice over, and it is quite long with not much happening which would make young audiences today bored. It technically doesn't follow the Hero's Journey but it does include some elements such as 'the supernatural aid' being the fairy godmother and her power. Although the fairy godmother also plays the part of Cinderella's mentor and helper. It may sound weird but in the trailer the Prince also plays the part of the 'goddess'.





Cinderella (2015):

This trailer is a lot more dramatic and definitely follows the Hero's Journey. Each aspect of the Hero's Journey is very clear and interests the audience. If I do my trailer on a fairytale I wound aim to make it similar to this one in the fact that it flows really well and is exciting to watch and makes you want to see the whole film.







Aladdin (1992):

This trailer is a lot like the original Cinderella as it is a very old trailer. It does include as voice over but I feel this trailer is much more exciting and it easier to watch without getting bored. It still covers some areas of the Hero's Journey and I'm also realising that in most of not all fairytales magic is involved.








I could also take the route of changing a fairytale to suit older audiences such as;

Hansel & Gretel: Witch Hunters (2013):

In this trailer it is not the classic G rated film, it is defiantly aimed for older viewers. Even though it is changed it still completely follows the Hero's Journey. Pretty much every aspect is shown in that trailer of the Hero's Journey almost in order as well as many of the characters are shown as well.








I think this although is a very interesting topic to do would be incredibly difficult to capture perfectly. I will keep researching other possibilities to do for my assignment.