In what ways does my media product use, develop or challenge forms and conventions of real media products? Evaluation task 1

Title
In the top left of this grid you will see the title of our film Baby on Board  we used iconography, the title is made of baby building blocks and a dummy, we chose to do this so straight away people know what they are going expect but without giving the story away. We chose to place it on a white board with tasks on(e.g. learning objective) and it is next to a smart board. We placed it here as our target audience will recognise it easily. By placing it on the white board instead of the smart board we are showing that our film goes by own fashioned ideas and views. This come across strongly as sex before marriage is a big thing to the older generation.

Setting/Locations
Our two main locations were the classroom and the drama studio to act as an party area. We chose a classroom as our  target audience,teenagers, will be familiar with the surroundings and it sets realism in motion. It also was one of the easiest and suitable places to gather all the characters to show how they contrast each other, it is one of the biggest generic conventions in teen angst films, in combination with partys involving alcohol and sex, we felt in order for the film to become believable we would need a party scene as they are common in teenagers daily lifes.

Costume and Props
We used stereotypical social groups in our films which meant we had to find stereotypical costumes and props to suit there personalitys. Our main character Jessie wears a Parker coat, this shows the audience that Jessie cares about her appearance like most main girl characters in teen angst films and that she has money which is common especially in typical American teen angst film such as Clueless and Mean Girls. The different groups such as the geeks have different clothing and props, they wear big glasses and smart clothing showing they like to look well presentable. The chavs are wearing dark clothing and hoodies and there is tobacco on the table as this is a typical feature of chavs, the working class and people on benefits. The popular girls and boys wear fashionable up to date expensive clothing which is stereotypical of popular characters in teen angst films such as Pitch Perfect and High School Musical. There is a change of costume in our opening scene, as it a party, characters a wearing more revealing  clothing and this is particularly seen in our main character Jessie, it is also foreboding that later in the film something to do with sex will occur as she has less clothing on and is showing her body of a bit more.

Camerawork and Editing
In this still you can see that we used an Ariel shot, we decided to use this shot type are teenagers easily get bored and they need differences in the life and fun in order for them to concentrate and pay attention. In order to keep things interesting in our film we added an Ariel shot so there was not your typical close ups and long shots all the way through. Another reason that drew us to this shot type was due to it being a party scene and there was lot going on by using an Ariel shot we were able to show all this action and every ones positions without showing individual shots of everyone wasting time. The Airel shot saved time and made it interesting. Before this shot they are in the classroom where Christmas decorations are up to emphasis a passing of time between the title sequence and opening scene, it shows we go back to the summer during the party due to Jessie wearing less clothing. In the classroom scene there is a space between Jessie and the next character, this connotes that she is not popular and people think she is repulsive. The writing of the word 'learn' is also in the shot in the background, is shows the audience that people learn from there mistakes and life is a learning curve, this is a big thing that teenagers need to understand and it was our way of putting this across. The classroom shot of Jessie sitting down is also quite busy, this is to connote that teenagers stereotypically have busy lifes filled with mess.

Title Font and Style
The titles for the characters and director etc we used two shade of pink. We chose to do this due to the colours being relateable to our target audience(teenage girls as 14-19). We also chose to use the colour pink as it represent love and this is one of the main focuses in our film, it is also a main focus in many other teen angst films.

Story and How The Opening Sets It Up
In this still in the middle row on the right hand side you can see the main character Jessie's back stabbing best friend shocked during the party scene. This is the last shot in are title sequence/opening scene that the audience will see. It sets up the story by foreboding that later on in the film something shocking is going to happen.

This is another clip which is in the title sequence that forebodes. The main characters Jessie walks past this door, when she is not in the shot the CRC Production logo appears and zooms in. This connotes that in the film there will be missed opportunity, people will not be taking the easy option and that things have and will changed, this is all shown through Jessie not walking through the most convenient accessible door/route.

Genre and How Opening Scene Suggests it

In this still you can see Jessies backstabbing best friend and her new best friend, I think these characters in particular show the genre as in almost every teen angst film there are bossy popular female characters. In the shot particularly there is a freeze on these characters in which Ellen is flicker her hair, this connotes that she is pretty and popular, this shot is seen in many teen angst films, it also adds humour to our film seen in films such as 17 again and High School Musical.Ellen also has blonde long hair which is common in popular girls being represented in teen angst films. This shot is part of a panning of the class. We chose to pan as it gives our film a relaxed feel to it.

How Characters Are Introduced

We as a production team felt that a classroom setting would be the best way to include all the social groups and talk about their different roles within the school and film. It is also a place where our target audience will be familiar with. We introduced them with a combination of panning, voice overs and arrows pointing to main/important characters within the different social groups, we also showed there personality's through passing on a note about our main character Jessie, the panning catches the characters reaction to the note, e.g. the geeks do not show much of a reaction or emotion  to it as they do not want to part take in Jessie's business as much as the other groups do such as the chavs laughing and judging Jessie's actions. Jessie is introduced as she talks about the other groups and what her relationships were and is like with them and how it changed since she got pregnant at the party. Sending notes are seen in most teen angst films as it represents gossiping and a form of bullying which the target audience can relate to as everyone knows about and is familiar with the consepts. Also teenagers are stereotyped of doing both of these things.

Special Effects

Lastly is the special effects which you will see in the bottom right hand corner. We used a transition of a love heart between the title sequence and opening scene to divide them, we used the love heart transition to emphasis that love and relationships are going to occur. Further more we used arrows  sliding up the characters to point out certain characters to give the film a informal feel and so that the audience feels comfortable watching our film.