Evaluating Past Students Work

- Evaluation past students work allowed me to understand what's expected as a final product, and how easy it is to not realise mistakes which seem miniscule, but essentially effect the quality of the overall product.

- Many of the examples we watched seemed well-produced and created on first view, however once we re-watched the sequences, specifically looking out for mistakes within the camera, mise-en-scene, editing, lighting etc. it became evident that the work was not as good as we first thought. For example, Room to Breathe consisted of good use of camera shots, appropriate use of mise-en-scene, and consistent setting and props, but it was evident that the quality of the camera shots was flawed; some of the shots appeared shaky, meaning the flow of the opening was not presented as well, and as interesting to view. The soundtrack which contrasted to typical thriller music was cleverly used, as it created apprehension as to events were to take place. However, although the soundtrack was a clever idea, there was no sound bridge, meaning the links and connections between the shots were less obvious; the soundtrack pace increased largely, resulting in both sequences seeming very different and irrelevant to each other.

- Another example was Root Cause, this sequenced achieved a high grade due to the evidence of excellence in the creative use of technical skills. This example was a film noir, which contained a range of camera shots which were steady and well thought

out, appropriate sound which fitted with the genre, appropriate clothing for the characters, and suitable props.

- Other work we evaluated which scored lower was due to the cliche narratives, unsteady camera work, lack of variety of shots, unsuitable mise-en-scene and editing which was too fast. An example which particularly stood out for showing basic ability of creative use in technical skills was regarding a car chase, the narrative was extremely tedious and uninteresting, the variety of shots and angles was limited, meaning the audience could not engage thoroughly with the opening.

- The sequences showed clear attempts at trying to look like real media thriller films by researching the common conventions needed for the genres. However, because as students we are obviously not as talented and do not have access to high-quality equipment like directors, the openings are slightly hindered. Although, if the audience were to purely focus on the narrative and effect of shots, mise-en-scene, editing etc. it's evident that the students have recognised the aspects needed for a thriller, depending on the genre they chose.