What is it and why is it important to research/know what it is?

Within film making this rule is the basic guideline in which connects the relationship between one persona and another or an object on screen as part of a scene. As part of the rule there is an imaginary line which is called the axis therefore connects the characters, you then have to keep the camera on the same side of the characters otherwise the audience then becomes confused with the narrative consequently giving the scene bad reviews and no audience. If an object is involved it must remain in the center whilst the camera faces it.

  CLASS:

The heroin is almost always wealthy, whether it be from them doing spy work or inherited from their parents, who most of the time are killed off when the hero is at a young age, giving the heroin the motivation and courage to do what they do. As the hero is usually quite wealthy, they are seen as a high class, traveling first class in every transport, or driving fast expensive cars, staying in deluxe suites and wearing the finest/most expensive clothing (usually suits)

The villain varies when i comes to class. In some cases, at a young age they start off poor or not as fortunate and they have worked their way up but in other cases they start of wealthy and grow up to get what they want and become spoiled, causing them to turn on people who don't do what they say. They have a wide access to weapons, meaning they have money and connections, making their ranking in class mid way, almost top.

RACE: 
The male lead is usually white, English or American.
English men are used the most as stereotypically they are seen as 'posh' and when we think of a character like 'James Bond' and we automatically think of a English man with a easily understandable accent and being very illiterate. You get an occasional American spy when they are really undercover, so black/dark clothing always has weapons on them e.g. a gun in the back of their trousers or in a holder underneath their jacket and a blade in a strap round their ankle covered by their trouser leg and sock.

The villain is usually played as foreign and occasionally they are linked to the 'hero', making their importance more relevant. Some villains are definitely portrayed stereotypically, a few examples: if the bad guy is German they are usually a Nazi, if the villain is Muslim they are part of a Taliban and are terrorists. This stereotypes are what people have built from real stories and they help the audience identify clearly who the villain is(the leader).

Age, Race and Class within spy espionage

AGE:
The age range of the audience for spy espionage movies are usually around older teens and young adults, this is because of the adrenaline all the action can give them and every young person has at one point wanted to be a spy. I also think it equally appeals to both genders; the spy tends to be a well dressed, handsome, toned bodied, charming man in his early or middle 20's so this appeals to the women because it's something they desire and it is also can be a model figure for the men, someone they could aspire to be (minus the killing bad guys etc.) There is usually a 'damsel in distress' or another female lead, which appeals to the men. The woman is of course beautiful and desirable, seductive and has a beach body to go with it, usually young 20's, so this definitely gains a males attention.This character could also be an aspiration to the female side of the audience, and envy the women because every girl wants to be swept of their feet.

First continuity edit 

The first shot was not approved due to the fact of our videos from the camera work was not that great, because this was when me and Alex were Filming, two of the members of our group were absent so we'd go to the movies alone, for we asked Jamie to help us this film, in which he insisted he will hand hold the camera, which is why the shots came out so shaky and out of focus, as well as cutting this when it made the video cut to the quick clips from some the pace of the clip scene was so out of time.

Credits to Georgie

storyboard for the shot list

1. The two men shot at a table in a cafe having a meeting

Shot 2 introduced to the bady terrorist - tracking shot

3. I recognize the terrorists shot at the cafe "shocked"

4. Terrorist pulls out a gun shot - close up shot

5. Terrorist pointing the gun shot at the men's a long shot

6. Extreme close up shot of the gun firing shots / slow motion

7. Long shot of the two men shot dead on the floor

8. Close up shot of glass on the table dripping

9. Graphic match to one of the men shot, blood dripping from a part of his body


Credits to Georgie

In what ways does your media product use, develop or challenge forms and conventions of real is the media?

Our media product is'll try and challenge the conventions of real media by using different methods of Espionage filming the opening scene to the moment.It will use the ideas of being a spy and a terrorist, usually the main character within the film.Espionage is the fact that it will develop films are not made ​​too often and could be a new era of Espionage in the near future around.
How does your media product Represent particular social groups?
Our product may contain an Asian person as a terrorist and this could again represent the Stereotype or represented in the media as terrorists are Muslims.We'd have a white English person as the spy which also represents the Stereotype of English people as being the hero.
What kind of media institution might distribute your media product and why?
EON institute is a possible product that would distribute our media because they are known for various crime Creating spy films and films across the board.
Who would be the audience for your media product?
our target audience would be probably for the 12+ age group as they would be able to understand the full extent of what is happening at the same time and would still be interested.
How Did You Attract / address your audience?
We'd Attract saying that our audience with an action packed thrill ride with it would be actual meaning behind the story and this would be that we would produce shown within the opening 2 minutes.
What Have You Learnt about technologies from the process of Constructing this product?
Our group is already pretty well informed about the technology used to create the product, such as the editing programs like Photoshop and premier pro.We also have a good understanding of how to use a DSLR camera in hand through the experience before.
Looking back at your preliminary task, what do you feel you have in the Progression from Learnt
it to the full product?
So far it is very important that I have to have Learnt research that backs up the planning for the task ahead to Succeed hopefully by the end of the making of a successful product.

Credits to Alex

Location

Location

The location we have chosen to do parts of our filming in is Central London, going to famous spy buildings such as MI5 and so on. We decided to do this because we thought a scene from London would be a good establishing shot. These are some examples of the places we will visit.. 

Parliament 

Buckingham palace 

MI5

London Eye 

London Bridge 

Credits to Georgie Druce

Written storyboard

For our storyline we came up with two ideas for our final thriller opening.

The first storyline we can up with was that there were two spy men at lunch talking about the villain, then there was a tracking shot of another man who we haven't named yet but we want him to be a terrorist about to ruin the other two men's plans, first we see a tracking shot of the 'terrorist' shoes walking along the street and then the camera pans upwards to see the characters full body, at that point there will be a pause in the music as he starts to walk faster the music starts to get louder and faster. At this point the volume of the music will decrease and there will be a medium shot of the terrorist facing the two men. As he goes into his pocket, he pulls out a gun and at this point there will be digetic sound, like a bang so it warns the audience whats about to happen or to at least predict what will happen and then well cut to a shot of the two men panicking and trying to talk to him and at the point the terrorist will then shoot the two men leaving them on the floor to bleed to death and there will be a close up of the blood dripping of either the shot in the neck or dripping of his hand either way we want to get a shot of the blood dripping of a part of the mans body, however if that isn't successful we thought due to them being at a restaurant, the glass of whine dripping could be graphic match to the blood dripping, or just the glass tipped over of the water dripping and that will be the only sound you can hear or maybe a faded sound of police/ambulance sirens.

For this opening we want 5 actors - 3 Men and 2 Women

We want the women so that we can balance out the gender however were not sure where we will be putting these, even if they are the waitresses in the back ground- this is something well need to discuss.


Credits to Georgie Druce

Mark scheme
Level 1 0–23 marks

The work for the main task is possibly incomplete. There is minimal evidence in the work of the
creative use of any relevant technical skills such as:
• holding a shot steady, where appropriate.
• framing a shot, including and excluding elements as appropriate.
• using a variety of shot distances as appropriate
• shooting material appropriate to the task set.
• selecting mise-en-scène including colour, figure, lighting, objects and setting;
• editing so that meaning is apparent to the viewer.
• using varied shot transitions and other effects selectively and appropriately for the task set.
• using sound with images and editing appropriately for the task set.
• using titles appropriately.

Level 2 24–35 marks

There is evidence of a basic level of ability in the creative use of some of the following technical
skills:
• holding a shot steady, where appropriate.
• framing a shot, including and excluding elements as appropriate.
• using a variety of shot distances as appropriate.
• shooting material appropriate to the task set.
• selecting mise-en-scène including colour, figure, lighting, objects and setting.
• editing so that meaning is apparent to the viewer.
• using varied shot transitions and other effects selectively and appropriately for the task set.
• using sound with images and editing appropriately for the task set.
• using titles appropriately.

Level 3 36–47 marks

There is evidence of proficiency in the creative use of many of the following technical skills:
• holding a shot steady, where appropriate.
• framing a shot, including and excluding elements as appropriate.
• using a variety of shot distances as appropriate.
• shooting material appropriate to the task set.
• selecting mise-en-scène including colour, figure, lighting, objects and setting.
• editing so that meaning is apparent to the viewer.
• using varied shot transitions and other effects selectively and appropriately for the task set.
• using sound with images and editing appropriately for the task set.
• using titles appropriately.

Level 4 48–60 marks

There is evidence of excellence in the creative use of most of the following technical skills:
• holding a shot steady, where appropriate.
• framing a shot, including and excluding elements as appropriate.
• using a variety of shot distances as appropriate.
• shooting material appropriate to the task set.
• selecting mise-en-scène including colour, figure, lighting, objects and setting.
• editing so that meaning is apparent to the viewer.
• using varied shot transitions and other effects selectively and appropriately for the task set.
• using sound with images and editing appropriately for the task set.
• using titles appropriately.
Audio
Level 1 0–23 marks

The work for the main task is possibly incomplete. There is minimal evidence in the work of the
creative use of any relevant technical skills such as:
• recording voice(s) clearly in studio/confined setting.
• recording voice(s) clearly in location/outdoor interviews/presentations.
• accurately using language and register.
• integrating recorded material, as appropriate.
• editing and mixing sounds appropriately.
• editing to create continuity and meaning.
• integrating jingles, music, location sounds and sound effects, where appropriate.

Level 2 24–35 marks

There is evidence of a basic level of ability in the creative use of some of the following technical
skills:
• recording voice(s) clearly in studio/confined setting.
• recording voice(s) clearly in location/outdoor interviews/presentations.
• accurately using language and register.
• integrating recorded material, as appropriate.
• editing and mixing sounds appropriately.
• editing to create continuity and meaning.
• integrating jingles, music, location sounds and sound effects, where appropriate.

Level 3 36–47 marks
There is evidence of proficiency in the creative use of many of the following technical skills:
• recording voice(s) clearly in studio/confined setting.
• recording voice(s) clearly in location/outdoor interviews/presentations.
• accurately using language and register.
• integrating recorded material, as appropriate.
• editing and mixing sounds appropriately.
• editing to create continuity and meaning.
• integrating jingles, music, location sounds and sound effects, where appropriate.

Level 4 48–60 marks
There is evidence of excellence in the creative use of most of the following technical skills:
• recording voice(s) clearly in studio/confined setting.
• recording voice(s) clearly in location/outdoor interviews/presentations.
• accurately using language and register.
• integrating recorded material, as appropriate.
• editing and mixing sounds appropriately.
• editing to create continuity and meaning.
• integrating jingles, music, location sounds and sound effects, where appropriate.

I am aiming to get a high level 3/Middle level 4 for this unit for both video and audio. For this to happen me and my coursework group will follow and go through the specific things we need to do in order to reach them. Ideally I would like to get into level 4 so I will focus on the set of instructions in level 4 to reach this.

Credits to Georgie Druce