(POST 3) Opening Task Planning Continued

-


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, gave their view on this song, by explaining how 'he would go to any extent for love' but just not the particular thing he is talking about. Again this student had never heard this song before.
Yr9 female student: This pupil played a yr9 student girl, who couldn't work out what the 'that' meant in the meatloaf song, as she had never listened to the song before. once she discussed it with her friend she agreed to her friend's view.
Teacher: we asked a older aged teacher who gave their view on this song, to start with she didn't have an answer on what 'that' could symbolise, but after playing it too her a few times she gave us a really good answer that could be true.
Muscian; This student, played a musician. she gave us a really detailed opinion on what 'that' could mean in this song, we thought involving a person who has had experience with music would benefit our music video, and give a good idea on what the answer to our question could be.
Yr12 Male pupil: We included a older Male student, who has never heard the song before. he had no clue what the 'that' could mean in this song, and simply said 'who knows'. The 'that' in this song still has no meaning and no one truly knows the explanation behind it.
Yr12 Female pupil: This older yr 12 female student also gave a strong opinion on this song. By involving a older but young student in our video, it gives us a range of ages to work with. This answer was probably one of our strongest opinions. She had heard this song before which makes her opinion on this song even stronger.
Yr12 Male pupil: Finally, we included a older Male student, who has only heard the song a couple of times before. He gave a detailed reasoning for the meaning behind the "that" in the song and his ideas of the meaning.

Comments

Post a Comment

Popular posts from this blog

(POST 12) Him & Her

-
Image
Him and Her- scene 2: For this task we got given, we have to pick a scene out of him and her, and produce some paragraphs on a particular part of mise-en-scene. I choose costume and makeup and also lighting. Costume and Makeup: In this scene, its Steve's birthday, and he is ill, which gives us a sense of unexcitment and sadness. Steve is wearing a dressing gown in bed, which implies that he is feeling lazy and wants to relax. Even though its his birthday, his costume and makeup shows that he is feeling unwell and doesn't want to communicate with anyone. Steve and Becky are both very lazy people, however in this scene Becky is dressed and has her makeup done, which shows she is feeling ready and is excited for steves big day. Costumes and makeup, for the other charcters, show off effort and time they have put in, just for steves birthday. This shows a contrast between steves day and the other characters day, and how they are feeling individually.  Lighting: The light...
Read more

(POST 25) Working with a script 6 -sound

-
Foley Sound Needed: Harsh Breeze/Wind: this will be made either by waiting for a windy day and taking the microphone outside to get the sound, or finding a clip of youtube or elsewhere that has a long enough clip so that there wouldn't be much repetition. This sound shouldn't be too loud, otherwise it'll block the sound of the actors. It would only be applied to the end of the scene, where Edmund is heading towards the Witch's castle, and the others are trying to stop him. This would make this scene more tense and dramatic, making the situation seem more helpless. The wind would die down after Mr. Beaver told them to stop because Edmund's the bait. This would show the realisation, and having to accept Edmund leaving until they find Aslan. --- show how this was done Non-Diagetic Sound Needed: Music: Possibly not needed, but it could be used quietly when coming to see the homely Beavers' Dam, or the tense moment at the end where I suggested the wind could be, thi...
Read more

(POST 29) Working with a script 10 - Directing style

-
 - Directing Style In this production we are mostly going to create our own style with aspects of Hitchcock moulded into this, We have chosen to use aspects of Hitchcock style as he mostly relies of the visual medium making sound secondary, therefor the audience don't need the sound to gather what is happening rather the emotions they will be portraying will be fare of informative. we feel that this would be visually interesting and allows up to build on the creation of Narnia as every shot builds on the ambience of Narnia.     Secondly Hitchcock uses suspense as a main part of his style building it up with his steady development of plot allowing the tension to build, this relates to the moment the children find out their prophecy therefor we will slowly building up the anticipation throughout the scene creating an interesting scene for the audience to view.     Lastly another part of Hitchcock style is creating a whimsical setting, this relates ...
Read more