Inspiration for Gloveman (Grahic Novels)



Kingsman: The Secret Service

DC's Batman Hush

The Full version of DC's 12 issue Watchmen series

Issue 2 of the Kick-Ass Comic Series



Marvel's Civil War Part 1

Volume 1 of the New 52 Batman series titles The Court Of Owls

From the outset we wanted to have something that was different to the average student style, sixth form film. To get ideas of how it would look we used graphic novel adapted films such as Watchmen, Kingsman: The Secret Service and Kick-Ass.
Obviously our film is not based on a graphic novel however we wanted to try and use the styling that has been recreated from comic to film.

Inspiration for Gloveman (Extracts from 2 films)

Extract from the Big Daddy fight scene from Kick-Ass.


Opening fight scene from Watchmen.

Examiners Feedback

Focus on camera work, sound and costume that are used in 2 extracts.

Inspiration For Film

After we decided that our original idea of a gangster film would not really work we had to change ideas. As a group we decided to do a superhero movie opening. The idea for the opening came from a previous task that was not really linked to this. At first the idea was just a comedy make-fun of recent superhero films, specifically the dark knight trilogy. We decided that we should move away from the original concept by making it more serious but whilst still maintaining an element of humour. We therefore decided to, rather than make fun, base it on “The Dark Knight Trilogy” and other films such as “The Amazing Spiderman” and “The Avengers”. Our primary film focus would be “Kick Ass” as our film would very much follow the plot of it. We were also inspired by recently released film “Kingsman: The Secret Service” due to the way that humour is used.

Also sense me and another member of the group are into comics we decided to also base our film upon graphic novels such as “Batman”, “Kick-Ass”, “Kingsman: The Secret Service” and “Watchmen”.
 

With superheroes as the main concept of our film it mean that we have to use a very Hollywood style of narrative and theme meaning that we do not have to focus on realism and can pretty much do whatever we wanted to, using whatever we had. This is mostly due to the sudden increase in demand for simple and action packed epics that provide a sense of escapism and spectacle for the viewer.

Due to our budget being nothing and our filming time also being very small it mean that we will be unable to travel to other locations. This was the main reason that we had to drop the gangster film idea as we needed a lot of time and resources and since we do not have a Hollywood budget it means that we cannot have the effects and location that are usually used. To get around this issue we decided that our superhero would be just an average kid who protects his school. By doing this it means that we do not have to travel anywhere and we can just go and do it whenever we want to. Also because our superhero is supposed to just be a normal kid it means that we are able to use just everyday items for the costume such as a hoodie.

The Opening shot would be of the main character, not as gloveman, walking down a path towards hois school, the main setting for the film. We would do this using a variety of different camera angles whoilst also trying to keep rthe characters face from visible view until the ending shot of the first sequence where it will end with a close up of his face. The setting will be the path and the small fields that are directly opposite the school. From there we will transition to the main character becoming Gloveman for the first time. we will then use a momntage to show the transformation from civilian to hero. In this montage we also plan to slide in an element of comedy. for the montage we will mainly use close ups of the different part of the costume that are being added to the person such as the gloves and the hoddie. we wuill then end the sequence with a close up of the characters face now assuming the identity of Gloveman.

Evaluation Criteria

Marking Criteria for the Evaluation

Candidates will evaluate their work digitally. Where candidates have worked in a group, the evaluation may be presented individually or collectively but the teacher must allocate a mark according to the contribution/level of understanding demonstrated by the individual candidate. Each candidate should give a clear indication of their role in any group evaluation.

The questions that must be addressed in the evaluation are:

1.      In what ways does your media product use, develop or challenge forms and conventions of real media products?

2.      How does your media product represent particular social groups?

3.      What kind of media institution might distribute your media product and why?

4.      Who would be the audience for your media product?

5.      How did you attract/address your audience?

6.      What have you learnt about technologies from the process of constructing this product?

7.      Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?

© OCR 2011     69 GCE Media Studies – v5 June 2011

Mark scheme

Level 1      0–7 marks

       Minimal skill in the use of digital technology or ICT in the evaluation.         Minimal understanding of issues around audience, institution, technology, representation, forms and

conventions in relation to production.      Minimal ability to refer to the choices made and outcomes.           Minimal understanding of their development from preliminary to full task.  Minimal ability to communicate.

Level 2      8–11 marks

       Basic skill in the use of digital technology or ICT in the evaluation.             Basic understanding of issues around audience, institution, technology, representation, forms and

conventions in relation to production.      Basic ability to refer to the choices made and outcomes.           Basic understanding of their development from preliminary to full task.      Basic ability to communicate.

 

Level 3      12–15 marks

       Proficient skill in the use of digital technology or ICT in the evaluation.      Proficient understanding of issues around audience, institution, technology, representation, forms

and conventions in relation to production.

       Proficient ability to refer to the choices made and outcomes.

       Proficient understanding of their development from preliminary to full task.

       Proficient ability to communicate.

Level 4      16–20 marks

       Excellent skill in the use of appropriate digital technology or ICT in the evaluation.

       Excellent understanding of issues around audience, institution, technology, representation, forms and conventions in relation to production.

       Excellent ability to refer to the choices made and outcomes.             Excellent understanding of their development from preliminary to full task.

       Excellent ability to communicate.

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Planning and Research Criteria

Note – you should all be aiming for level 3 and 4 as highlighted

 

Marking Criteria for the Presentation of the Research and Planning

Research and Planning may be presented in digital format, but can take the form of a folder or scrapbook at this level. Where candidates have worked as a group, this may be presented collectively, but teachers are asked to differentiate the contributions of individuals within the group in arriving at a mark and justifying individual marks on the assessment sheet. Each candidate should give a clear indication of their role in any group research and planning. As part of the moderation sample, the moderator will expect to see full evidence of the research and planning informing the construction process in order to support assessment.

Level 1      0–7 marks

       Planning and research evidence will be incomplete;       

There is minimal research into similar products and a potential target audience;

       There is minimal organisation of actors, locations, costumes or props;       

There is minimal work on shotlists, layouts, drafting, scripting or storyboarding;            

There is minimal care in the presentation of the research and planning;



Time management may be very poor.

Level 2      8–11 marks

       Planning and research evidence may be partially incomplete;          There is basic research into similar products and a potential target audience;      There is basic organisation of actors, locations, costumes or props;           There is basic work on shotlists, layouts, drafting, scripting or storyboarding;           There is a basic level of care in the presentation of the research and planning;    Time management may not be good.

Level 3      12–15 marks

Planning and research evidence will be complete; 

There is proficient research into similar products and a potential target audience;

There is proficient organisation of actors, locations, costumes or props; 

There is proficient work on shotlists, layouts, drafting, scripting or storyboarding; 

There is a good level of care in the presentation of the research and planning;

Time management is good.

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Level 4      16–20 marks

Planning and research evidence will be complete and detailed;   

There is excellent research into similar products and a potential target audience;

There is excellent organisation of actors, locations, costumes or props;   

There is excellent work on shotlists, layouts, drafting, scripting or storyboarding; 

There is an excellent level of care in the presentation of the research and planning; Time management is excellent.