Media studies production coursework evaluation

The genre that we worked in was that of a documentary style video with the specific sub genre of education. Buscombe’s theory was applied through the tools that we used during each subject transition. For instance the buddha and the globe were presented as a metonym of the subject Religious studies and subsequently education. Camera angles also helped indicate the genre. Talking head footage was one camera technique which was utilized when the teachers opinions on certain subjects were voiced out. This in some way indicated an informative narration and exuded dominance and sophistication that comes with the ‘Voice of god’ technique. This was adopted as an expository documentary because one does not question the voice of authority. This idea of unquestionability and dominance was further demonstrated through the drama acrilite scene where the actuality of the inclusion of verbal phrases was seen as a key device in producing ideological closure, by anchoring the preferred reading on the apparently unarguable facts that were implemented. This in turn suggested the idea of the hypodermic needle theory briefly prompting the audience to consume the messages conveyed, like a drug straight into the brain. Conversely, most of the video adhered to the Users and Gratifications theory wherein the video tended to give our target audience a bit more respect as active decision making human beings. This theory also enabled the reception theory and the idea of polysemy to take effect allowing parents to discuss with their children and giving our target audience a sense of freedom in choice. The narrative style that was effectively generated was that of aristotle's unities as the video presented a unity of time, place and action as well as moving towards a logical and moral conclusion. We chose to adopt an invisible editing style to support this so that the cuts are unobtrusive. This was because it not only helps construct and support the narrative but creates a seamless looking piece that has the air of verisimilitude. This technique was developed through the use of matched cuts, the use of sound bridge, long takes, changes of shot through camera movement and unobtrusive film work. Hopefully through this narrative style we can cue our target audience's parents to frame hypotheses and draw inferences in regarding our school as posed to being the right choice.

Although the video as a whole was fine and well constructed, there was plenty of room for improvement. Feedback from fellow students allowed us to be acquainted with the fact that the particular scene with the thumb drive was rather extensive with no specific meaning to it. Hence time lapse or accelerated motion could have been implemented in order to save time. Equally feedback suggested that the voice overs were out of sync during the cooking scene and that the unnecessary laughs could have been cut out. Though we tried to add interjections of humour to enhance the video experience, it diminished the seriousness of the video that we intended. Thus, if we were to do this once again we shall strive to ameliorate and rectify our mistakes by acknowledging and alluding to the feedback given.