Changes & Filming

• I have decided to change the layout of my opening, by introducing the characters and their links to each other in a more obvious manner. Before, my opening did not show any connection between characteras or that 2 of them were even at school. In addition to this, i have decided to use younger actors/actresses in order to improve verisimilitude/ realism and conform to the codes and conventions of childrens tv drama- something i didn't do before.
• By making my titles more interesting (colour and movement) i will find it easier to engage a younger audience and i will also be improving my 'after effects' skills, something i struggled with and needed to vastly improve on last year.
• Also, by making my childrens TV Drama opening shorter i will be more successful withing keeping a younger audience engaged (questionaire results).
• So far, my biggest challenge has been in the technical aspects of my coursework. However i am learning to work better with the programmes (premier pro etc).
• I will be taking out the still of the school sign as it will be unclear to those not familiar with the school as to what it is. The action/ editing will have a faster pace and the settings and character will be introduced in a more obvious manner.

rough cut

link to my rough cut- it would not let me 'embed'

ILP- 4th November

Filming:
I have decided to include two more characters within my opening- thus further conforming to the codes and conventions of childrens TV drama. In addition to this, i have also made the decision to include footage of 'school life' with my main character getting ready for a day at school. I made this decision in order to introduce themes of a 'day in the life' within my opening before the TV drama begins- improving the verisimilitude.

Planning & Research:
I am happy within how my research went, however i feel that i could of given out my questionaire to a wider range of people to get more realistic views/ results. Furthermore, my secondary research e.g. analysis of existing TV drama openings was an extremely helpful and positive factor within helping me think of ideas and learn how childrens TV drama is constructed. In addition to this, i feel that the most helpful aspect of my research and planning was creating my storyboard and putting my ideas into an animatic- allowing me to see visually how my final piece/ rough cut may look (and improve it).

Editing:
I found the editing aspect of my animatic and rough cut the most challenging, this is because with my AS thriller opening task i took a back seat within editing, thus affecting my skills and knowledge this year. On the other hand, by working independantly this time round i will vastly develop my technical skills and editing skills. I hope that at the end of A2 coursework i will have developed my skills to sufficient levels.

Feedback:
The feedback for my rough cut was generally positive:
1. the first peices of editing match non-diegetic sound well (cuts)
2. however, the on-screen action in general, could be more positive and upbeat- therefore matching the non-diegetic sound alot better.

animatic evaluation

Overall i am happy with my animatic, and the technical progress i have made. For example the use of the pan and the transitions. I feel that the progress i have made now will be useful when creating my final piece. However i feel that i could of improved on adding 'diagetic' sounds...

animatic (better)

animatic

Progress so far...

So far i am fairly happy with my progress and the transition from AS to A2 e.g. working as a group/on my own. However, i am aware that things will get harder as technical aspects come into place. My planning and research is complete and now i am going to complete my animatic tomorrow. Once i have finished my animatic, then i will start applying sounds and getting a real idea of what i want my opening to look like. I have made the decision to add more charcters into my opening sequence, therefore making it more interesting to watch and complying with the themes of existing childrens tv dramas. The process so far has been fairly difficult as i am working independantly, but now i am getting used to the software i am finding it easier to do and i hope my progress will continue.

In addition, within todays ILP lesson (monday 12th October) we presented our animatics to the class and got feedback. My feedback was as follows:

• Good use of non-diagetic sound.
• Needed to improve drawings- i did this by asking a friend to draw some of the stills for my animatic thus making it easier to understand and of better quality.
• Add some transitions/'camera angles' e.g. pans- i did this by working out how to add a couple of pans into my animatic and making it more realistic to my final piece.
• Add more characters near the end- i did this by add more characters into my animatic.

I can now compare my opening more readily to currently existing childrens TV drama's such as 'the demon headmaster' where all of the main characters are introduced within the opening therefore helping the viewer connect with them before the 'drama' begins.

Still Number 2

Location Still

A home environment & a school setting :) real life childrens TV drama.

Questionaire Evaluation

From my questionaire i managed to gain information as to what my target age group are interested in within TV drama. In addition to this, i founf that the most popular childrens TV dramas at the moment are: Tracy Beaker and Doctor Who, from this information i can assess that children enjoy both fantasy and real life within their programmes of choice. Furthermore, i founf that the most popular genre in itself were Drama and Comedy, again a wide spectrum. Within an actual opening the favourite aspect was On Screen Action, helping me within my planning and the choices i am going to have to make in order to create my piece. As for favourite character and setting, Schools and 'human' characters were chosen as the favourite. Lastly, my target audience aged from 7-12 mainly prefer it when real life issues are presented within TV drama, again helping me within my planning.

21st September Planning- to be continued...

Today i decided to brainstorm further ideas for my childrens TV drama opening.
Ideas that i thought of were:

• Setting the drama within a school environment with a 'real life' theme.
• Creating a title sequence which is engaging to a younger audience and also longer than on-screen action.
• Making the plot relate strongly to real life issues.

Furthermore, i have decided to think about the sort of character that i would like to include in my opening- maybe a stereotypical character that is only seen for a second (elaborated further later). I would most probably only have one character shown- but with extras.

By making these decisions i am using themes/ideas that are present within other childrens TV drama's such as 'grange hill' and 'the demon headmaster'.

Film Noir

Within todays lesson we viewed a television extract on Film Noir. From doing this i have learned that genre is created through stylistic conventions such as lighting, narrative and structure. Also, about characterisation and how it is used to re-enforce conceptual ideas.

Here are some of the things i noticed within 'Film Noir':

• There is dark lighting, and on-screen action is always shot in black and white.
• Women are powerful within a sexual manner and men are through power and violence.
• There is always a dark storyline to be followed.
• Media culture has literary influences.
• Voice overs are used to connect charcter and audience.
• As are phychological messages and effects.
• From 'Film Noir' iconic music was founded.
• There is always a build up of suspence.
• Framing of character challenged conventions at the time.
• Artificial lighting was used.

Although i cannot directly use all of these factors within my Childrens Tv Drama opening i can develop a couple in order to make my piece original. For example:

• Using some artificial lighting.
• Framing characters in a different way- challenging conventions.
• Representing the way children live in a different way than the norm.

IDEA'S FOR OPENING (so far):

• A 'Grange Hill' type of opening but futurised/ modernised to present day.
• A horror theme e.g. Goosebumps.

Audience Research

Qualitative and Quantitative Research Methods

The things i will need to discover in order to complete my audience research:

1. Gender of audience

Would help me decide whether i want to target my opening at one specific gender or to generalize it to both male and females.

2. Age

Aid me within which age to target my TV drama at, and which age group watches children's TV drama.

3. Which shows they watch/ have watched

Help me within my decisions about what to include within my opening.

4. Favorite/ most enjoyable and why

Most popular.

5. Favorite genre e.g. animated

Would also help me within my decision about what to include within my opening. 

6. In an opening what they enjoy the most e.g. music

Let me see which factor is the most important within an opening- what to focus the most attention on.

7. What type of story line do you enjoy most

Which genre is the most popular, and which sort of story line to focus on.

8. When watching a TV drama what would make you change channel

See what factors to avoid within my opening.

9. Preferred setting

Where to set my opening.

10. What type of character would you expect e.g student, talking animal

What characters to include.

11. What are your top 5 favorite children's TV dramas 

Which dramas are most popular, see if i want to subvert stereotypes. 

12. Do you prefer it when real life issues are shown within children's TV drama e.g. bullying

If any issues are to be included within my opening, see if it will include moral messages.

Through gathering data from these questions i will be able to advance my planning further and think of new ideas for my TV drama opening.

The Breakfast Club...

In order for me to start making desicions about my childrens TV drama introduction i need to take into account past childrens TV drama programmes and films.
I have used 'The Rat Pack' as it represents teenage girls in an expremely stereotypical way- much like many other children's TV dramas. This will also aid my understanding of how i will subvert key concepts.

THE BREAKFAST CLUB INFO- IMDB DATABASE

OFCOM

The issues within what can be presented in children's TV drama and how it can influence a young audience.

- The new broadcasting code

The new Ofcom broadcasting code was put into place to protect the 'under 18's' from offense or possible harm. Within my children's TV drama i will have to carefully take these rules into account. 

The Demon Headmaster- watch until 0:20

- 1996 Produced by the BBC

- Camera: A variety of close ups used to connect a younger audience with the characters with their own lives- e.g. role models, peers, themselves. This is widely used within children's TV drama. Furthermore, the camera slightly moves from side to side in a 'hypnotic' way relating to narrative and genre of the text. The Demon Headmaster is shown first- importance and then the children's reactions to him- fear. This is effective as a younger audience knows what to expect. The opening ends with a close up of an eye, this would again strongly re-enforce narrative. 

- Editing: Fast paced, to keep attention for a period of time. This could link to age group.  Again widely used within children's TV drama. Wipes are used to again re-enforce genre and narrative- hypnosis. 

- Mise-en-scene: The characters are dressed within typical attire expected within 'headmaster' and 'pupil'. The use of the characters facial expressions also re-enforce the sense of character, this is also a theme typically used within children's TV drama.

-Sound: Again, it re-enforces the narrative- the music pulls together camera, editing and mise-en-scene. This would educate a younger audience of the expected story line. 

Sarah Jane Adventures

-1st January 2007, Russel T Davies- created as a spin off from Doctor Who



Camera:begins with a long shot on the environment, a long shot on protagonists- dad and daughter, a low angle on the young daughter- vunerablilty then a mid shot is used of Sarah Jane to introduce the target audience to character and make a connection.

Editing: Begins at a fairly show pace and quickens with action- typical of the Drama genre. In addition, a sound bridge is used of the young girl speaking of her new life with her father- shows importance of what she is saying and character.

Sound: Is similar to the Doctor Who series so that the target audience can more easily connect with the directors ideologies- sci-fi.

Mise en scene: The setting is a suburban area of the UK, hinting at the characters wealth and social status. Coloring's within outfits are typical of male/female gender- this could relate to the BBC- as they have to cater to a wide audience. Furthermore, items on screen also relate to the sci-fi genre e.g sonic screwdriver. After a clip is used a CGI title sequence is presented further supporting the audiences connection and relationship with Doctor Who.

CBBC and CITV

To broaden my knowledge of children's TV drama and the way it works i have done some research into CBBC and CITV, this helped me think about who my target audience is going to be and how branding can be developed through children's television.

CBBC:
- Target age group is 6-12 years old.
- Was created on 9th September 1985, and the CBBC name became informal since 1990 alongside BBC's relaunch of branding.
- Has a sister brand CBeebies, aimed at children under 6.

CITV:
- Has a more mixed range of genre and age ranges- pre school age and older.

WIKIPEDIA- CHILDREN'S TELEVISION

children's TV drama research

Doctor Who- References from 'Teaching TV Drama' By Jeremy Points

An example of a children's TV drama is Doctor Who , 'the drama was targeted at a Saturday family entertainment audience- the drama originally developed by Sidney Newman in 1963 as an educational programme where issues could be raised through the doctors time travelling has always been closely associated with the BBC's public service brief.' This informs me that through children's TV drama issues can be highlighted. Furthermore, within characters there is a 'polarisation of heroic and evil' this would in effect educate young children within right and wrong- therefore aiding their development. In addition, narratives within Doctor Who 'frighten and suprise you' and 'make you think' this fits in with further knowledge that children's TV drama is made to educated and entertain. 'Young adult fans are not taking in media student's terms- of the impact of narrative construction, representation and a postmodern viewing position, but their responses suggest how audiences subconsciously assimilate points of view.'

Other Openings!

Even Stevens, Created by Matt Dearborn 2000


Camera: mainly mid-shots and long shots are used in order to present a full view of the protagonists life, and like Sabrina the Teenage Witch help the young audience connect and relate to the characters lives. However, some close-ups are used to connect on a personal level with character, this can also be seen with Sabrina the Teenage Witch.

Editing:Is fast-paced, matching the on-screen action, both male and female characters are given more or less the same amount of on -screen time suggesting that there is no subservient gender. Also, by being shown together on screen the idea of 'family' is re-enforced.

Sound:Upbeat, again matches on screen action. This seems so far to be typical of the children's TV drama sub-genre.

Mise-en-scene:Represents 'family life' in a fairly stereotypical manner, for example fighting over the television, the dad washing the car and the mum working in the office etc. This fits in with widely accepted views of family life so that the audience can relate it to their own lives.

Saved By The Bell, Created by Sam Bobrick 1989


Mise-en-scene the graphics have a 'cartoon-like' quality, once again showing aspects of a young teenagers life for example ice cream, trainers. This is very much similar to other openings i have analysed, in addition characters are shown within the introduction- pictures. The 'Graphic' side could relate to the time period- 80's and is unique to other openings which i have seen. However other aspects, such as the aspects of life and the directors need to connect with the target audience.

Sound:Upbeat- typical of the particular genre.

Editing: Matches on-screen action, fairly fast.


The Sleepover Club 2, created by Sue Rose 2003

21st June Research & Updates

As i have chosen to create a childrens tv drama opening, i have started my research into this particular sub-genre. In addition, i will search for texts related to childrens tv drama to aid me within my creation. As i am working individually there will be more chance for me to improve my technical skills and also show my individual creativity. On the other hand, there will be more pressure and i will have to find all research by myself, which may prove to be a challenge as 'childrens tv drama' is a new task.

Example opening:



Sabrina the Teenage Witch, created by Nell Scovell 1996

Mise En Scene: primarily colourfull and upbeat (fits in with the child-like genre) also re-enforces widely accepted ideologies e.g. femininity the character 'Sabrina' is dressed in typically female attire. In addition, aspects of a typical teenage life are shown on-screen- school/park/shopping. This would aid a younger audience connect with the character as it relates to either their own lives or perhaps and older female role model. Also, the semiotic use of a black cat at the end of the opening suggests a sense of 'magic' to the audience and links heavily to the title 'teeange witch'.

Editing: The editing within the opening is fast paced, therefore keeping a younger audience engaged and interested in the on-screen action. In addition, the editing fits in with the sense of 'magic' as Sabrina, the main protagonist is changing outfits rapidly, further re-enforcing a dramatic lifestyle.

Camera: The director has chosen to use mainly long/mid shots, to introduce a variety of locations, also keeping a younger audience engaged and connected with on-screen action.

Sound: Upbeat and positive, matches on screen action.


As my research continues i will be analysing openings to learn the codes and conventions of the sub genre- childrens tv drama.

First Blog- 11th June

In lesson today we discussed our options for year 13 coursework. Out of all the briefs, i have decided to choose either brief 6 which is a selection of materials relating to childrens TV drama- this is because i have knowledge of TV drama from year 12 and this would aid me in my development of coursework. The other idea that i may be choosing is brief 10 which consists of a short film (5 minutes), this is because of my past experiences of film making- a thriller opening, and i feel that the brief is extremely open to creativity and new concepts/ideas.

Furthermore, i am going to include a link to my final piece from last year so i can refer back to it in the future. Comparing my new coursework, developments and the transitions from working as a group of 4 to individually.

http://sophiehogan.blogspot.com/2009/04/final-piece-class-evaluation.html