2. KIMONE CARRIDICE.
PRODUCER
&DIRECTOR.
ANTOINETTE BATES
EDITOR, DIRECTOR
&CINEMATOGRAPHER.
OUR GOUP MEMBERS ARE:

4.  We decided to choose teen comedy BECAUSE:
 IT WOULD BE EASIER FOR US AS WE ARE FUNNY.
 TEEN DRAMA WOULD HAVE BEEN A BIT HARDER TO FOLLOW
 The films that we watched (Easy A, Clueless and House Party) all
started off with one gender at the start off the films.
 We also realised from these „Teen Comedy‟ films that the opening
sequence is set in the home. We thought we would in co-operate
this into our piece as it will help the audience get the characters
better, making our whole sequence easy to follow.
 We also knew if we set it in a school, we wouldn‟t be able to
introduce the character as well as we wanted to. By having the
character by themselves, we are able to show them out of school
life.

5.  For our sequence, we made our characters funny and
likeable, decreasing any negativity towards our piece.
As all of our characters were young black females, we
knew this would come with stereotypes. Some of which
we encouraged, others we tried to subvert.
 In regards to the plot, we figured out we would make it
simple like the ones we‟ve seen; character wakes up
and gets ready then heads out to school. As teens are
familiar with this lifestyle, it will be easier to relate with
the characters.
 We came to the decision to not use that much
effects, as the other films we watched kept the effects
to a minimum. We figured this was done to keep the
genre of „TEEN comedy‟ going, not forcing it to fall into
the impression of being a children‟s film. A simple fade
cut would help us change scene – as this runs more
smoother and looks more professional.

6.  We have challenged the conventions in many ways. As we were new
to media, we knew it would be tempting to throw in a lot of effects,
&very fast paced editing.
 With this knowledge, we decided to minimize the effects, sticking to
slow motion, freeze frames and fades. We thought this decision was
quite mature.
 We overcame the area of stereotyping. By involving 3 young black
females we were able to subvert these stereotypes and make Afro-
Caribbean‟s look better than they are usually portrayed.

7.  HOME
 SCHOOL

8.  In our sequence, we included couple of social groups;
females, teenagers of Afro-Caribbean decent.
 ONE TOKEN – BLACK IS BEAUTY. BUT NOT STEREOTYPICAL.

9. FEMALES.
 We knew females are usually seen as „sex objects‟ – usually dressed
inappropriately and looking for the wrong attention. We noticed, in „Teen
Comedy‟ films, especially with Afro-Caribbean girls, they‟re body parts are usually
on show , attracting the male attention the most. With this knowledge, we knew
to make our sequence different we would have to portray our characters
positively.
 Our females were fully-clothed, no low-cut tops and no tight jeans. We tried to
steer our females away from wearing the color red, as they would automically be
seen as sexy. We wanted the audience to choose their favourites themselves –
without us helping them.
 We decided to add no males into our sequences as he would be seen as a
distraction to at least one girl – leading her to be a „slut.
 All the characters in our sequence are friends, subverting the „bitchy‟ stereotype
attached to girls.
 Even though the girls in our sequence do own phones, we have decided not to
include them in our piece. This subverts the stereotype that all teens do is text.

10. TEENAGERS.
 In general, teenagers are represented negatively;
partying, sex, texting, bunking off school, lazy, taking drugs and getting
in trouble with the authority.
 We decided not to in co-operate NONE of those in our sequence.
 Our teens are in full-time education, as our sequence shows them
getting ready for school. This represents teens as having a positive
attitude towards education which we were really happy with.
 In general, teenagers are represented very positively in our sequence.

11. ETHNICITY.
 As our characters were off Afro-Caribbean decent, we knew we had to
represent them positively.
 With this, we decided to use a cast of the Afro-Caribbean characters
we auditioned. This was because it was more challenging to represent
them in different categories. Black people are usually gang related or
humorous in comedy movies. We manipulated the characters so they
represented all teen types, with in one ethnicity.

12. Even in situations
where the character is
black, she still „acts
white‟

13.  In „House Party‟, black teenagers were seen as party animals, sex lovers,
quite crazy really.
 The parents were seen as quite aggressive , not really encouraging their
children to attend school.
 With most „teen comedy‟ films, those which featured white families
included both parents, sometimes a sibling and a pet. The white folks in
the films would be wealthy, with that character being stuck up and
spoilt – looking down on the black people.
 However, in „Clueless‟ it was unusual seeing a white girl and a black girl
as best friends. Cher advises Dionne to not pay any attention to the boys
who “holla” at her. Cher encourages the high school teenage boy
stereotype, labelling them all as “dogs”.
 The teenage boys in „Clueless‟ are seen as uneducated and only
wanting the female attention.
 There is rivalry in this film which is the norm for teen comedy films.

14.  INTERNATIONALLY – AMERICA. DISTRUBTED AT THE SAME TIME
PREVENTING PIRACY!

16.  POSTERS!
 INTERVIEWS!
 TRAILERS!
 WEBSITE!

17.  I MOVIE
 FINAL CUT PRO
 YOUTUBE – COPYRIGHT ISSUES
 FREEPLAY

18.  http://www.youtube.com/watch?v=k_A
pkJ2fCTA&feature=player_embedded

19. http://www.youtube.com/watch?feature=p
layer_embedded&v=p0YSBVIVRyI&safe=act
ive

20.  Our target primary audience is teenage girls preferably round the age
of 15-19. Our media product is suitable to be watched by males too, not
just homosexual males, heterosexual males also. In our product we
have three different types of teenagers,:
 „The „IT‟ Girl‟,
 „The Misfit‟
 „The Diva‟.
 EASIER TO FOLLOW!
 Our secondary audience could be male teenagers. This could be
possible as our sequence isn‟t a „Teen Drama‟ so they wouldn‟t have to
worry about it being boring. Boys are most likely to watch „comedy‟ films
after „action and adventure‟.

21.  Mise-en-scene could be appealing to our target audience in many
ways:
 The fact that we have pictures on the wall is very clever as this is familiar
with many many teenagers, especially females.

22.  The costumes we decided to dress the girls in are
quite relatable also. In modern times, it‟s not likely
for teens not to wear pyjamas (especially
matching) to sleep, so we thought it would be best
for Kimarly to wear a casual baggy top and some
shorts.

23.  In regards to Lucy and Shaniqua, we knew
we had to subert all stereotypes. This is why
they were both dressed in very casual
clothing, which they audience could also
picture themselves wearing on a normal
day.

24.  We knew in order to make our product sucessful, we had to think
about your target audience at all times. This included making sure
the sequence wasn‟t too long or jam-packed with clips. Each clip
had to be thoroughly assessed as we knew it couldn‟t be too long
before a nexr clip was shown, as this would cause interest to be lost
in our sequence..

25.  With KIMONES CAMERA, I learnt how to position it at different angles and how to adjust
the lenses in different weather conditions. I learnt a lot about how to use iMovie even
though I do own one myself. I learnt how to create a freeze frame, and how to slow
down clips and trim them. I learnt how to use the tripod and how to position the camera
on top of it and use all the different levels.
 My skills in production work have developed a lot since the start of the course. I have
become more professional with media and realised everything on screen isn‟t as easy
as it seems. I‟ve gone from filming and editing every single piece of video to having
disagreements about what looks appealing and what doesn‟t.
 We have looked at our errors and corrected them to the best of our ability. This helped
us produce the most effective piece of work.
 By organising the time well, I was able to know exactly what needed to be done and
how long that should take. With the deadlines that were set we were able to make sure
we were never behind our schedule and everything was on point.
 I was very dedicated to my work and this was shown through my production. The
shooting of the sequence is done is a range of locations, enabling our video to be
unique.
 Our audience feedback (which was given frequently) was useful as we knew what we
was doing wrong and what could be done to fix it and how this would help our work.

26.  Our planning and preparation for shooting our work was way more effective
than the preliminary task. This is because we wasn‟t really sure about what
we was looking for in the preliminary task, and we didn‟t think we would
need so much takes and so much different opportunities to shoot a better
product.
 We definitely planned way more than we did with the preliminary task.
Before the start of each filming/editing session, we would have a brief
overview about what will take place. At the end of these sessions we would
come together and find out if this has all been done and if there was any
complications, how can this be improved the next time. This was not done
that well in the preliminary task.
 The quality of the footage has improved to its maximum strength. We have
more good takes from different angles, enabling the sequence to run more
smoother, we upgraded the tripod we used, enabling more angles to be
possible without a struggle. By this time we were more familiar with different
angles, this knowledge allowed us to have a wider range of angles to shoot
from, more options to edit.
 We have improved the quality of the edited piece, we used more features
rather than effects on iMovie, tried out the „Voice Over‟ tool, added freeze
frames and slow motion clips and even added a sound clip.