Genre Essay

In Year 13, we created music video. We had to create the music video from scratch – this involved choosing a song and then researching into the genre we had chosen. We choose the song Spinning Wheel by Black Honey. The genre of the song was Indie Rock. We liked this genre because it was different from all the current popular music we had listened to and immediately gave us plenty of ideas which we implemented in our video.

The main conventions of an Indie Rock video are: Chaotic, psychedelic, use of bright colours with a confrontational/aggressive attitude. We were able to highlight our genre through camera work, costumes and editing. We also were able to make our genre clear and recognisable by using the colour pink within the majority of our video and we were able to use the colour pink in our cross media products such as our website and digipak. The colour pink became the foundation theme running through all our products therefore making the brand and styles/genre of the band recognisable.

Through our research we learnt about two theorists – Carol Vernallis and Andrew Goodwin. We were able to implement some of their conventions of music videos in ours. Some of their conventions were applicable to our genre of Indie Rock such as Vernallis’s theory on editing. We used Vernallis’s theory on editing – which involves adding cuts to the beat. We implemented this by adding in split second black scenes that coincided with the beat of the song. These cuts reinforce the beat of the song and adds to the crazy atmosphere needed within an Indie Rock video.

Goodwin’s conventions became a prominent theme within our music video, with us using multiple conventions of his. The main one was used was the use of camera angles. One of Goodwin’s conventions is the use of close up camera shots to create a star profile for the main artist. We wanted to highlight our main artist’s personality clearly and present the confrontational manner of the characters so Goodwin’s convention really benefited our video and allowed us to highlight our genre well. We also implemented Goodwin’s ideas of iconography. Throughout the video and other ancillary products such as the website, we used the colour pink. The prominent use of the colour pink allows the band to be more recognisable to their target audience. It will ensure that if any of their products are seen, for example posters, the bright pink colours will allow viewers to link the band to that product and therefore make the band’s popularity and recognisability increase significantly.

Whilst we did conform to some of Goodwin’s conventions, we did challenge one. We challenged Goodwin’s convention of using voyeuristic angles to sexualize, stereotypically, female artists. We decided we wanted to challenge this because we wanted to portray positive and strong female role models to our target audience. We want our video to empower women and show them that they can be just as strong as men and encourage girls to look, speak, act and dress exactly how they want and not have to conform to stereotypical rules of society. The rejection of voyeuristic angles and the use of close up shots highlights our opposition to sexualising women and enforces our strength. Within the Indie Rock genre there are many strong female artists who do not rely on their sexuality to promote themselves but instead their talent and strength. This is another reason we choose Indie Rock as a genre and conformed to this convention of the genre.

Overall it’s clear that these genre and music video conventions make a good, well finished, multifaceted music video. The use and layering of different conventions can make music videos very poignant and allows the audience to pick up on these messages easily. These conventions also allowed us to put a personal twist on the video and allow for good ancillary texts to be created from it.

Media Language Essay

In media this year we created a music video. We had to choose our own song within our groups and create a music video that will attract and engage our target audience. We had to engage our audience through our camera work, sound, editing and mise en scene.

Camera angles and shots are very important within a music production because it can convey multiple messages, and really highlight the artist in different ways. A theorist called Andrew Goodwin states that a convention of a music video is close up camera angles to create a star profile around the main artist. We used this convention within our music video for two reasons. Conforming to Goodwin’s convention we used close up shots of our main artist to make it clear to the audience who our star artist is. These close up allows the audience to see and connect with the main artist, therefore making the music video more attractive. We also used close up shots to fulfil the conventions of a stereotypical Indie Rock video. The main themes of an Indie Rock video are: psycadellic, chaotic with a confrontational attitude. We achieved these themes through the use of camera angles such as close ups and tracking shots. The close up shots allow the characters within the video to portray their confrontational attitude to the audiences, while the tracking shots create a chaotic and ‘trippy’ feel to the video, which conforms with the conventions of an Indie Rock video.

Mise-En-Scene also played a vital part in our music video. The costumes that the characters in the music video wore are funky and different to today’s fashion. The main artist is wearing a faux fur coat with heart shaped, blue sunglasses, whilst the other character is wearing ripped jeans with fishnets, and an extremely oversized denim jacket with embroidery on the back. These clothes further highlight and cement the theme of chaos within our music video. The outfits make the characters stand out but it also makes them relatable to the audience because they are still portrayed as ‘normal’ women. The brazen fashion choices can possibly influence the target audience and give them fashion ideas – this idea will boost our band’s popularity because just through their fashion they are able to connect and inspire teenage girls. One of the settings used within the video is a very messy living room. Within the set there are clothes, food, lighters, shoes, alcohol bottles strewn about across the room. The stereotypical teenage messy room, again makes the band more relatable to the audience and allows the audience to connect with the characters because the video reflects their lives and situations but in a more exaggerated, chaotic way.

Once we had finished creating and filming our video, we moved onto editing. Using Adobe Premier Pro CS6, we were able to add a vintage effect over the footage we had. We liked this vintage look because it made the video stand out as different. It also made the colours more vibrant, which confirms with the convention of the use of bright colours in Indie Rock videos.  We also applied Goodwin’s theory about the relationship between the lyrics and the visuals of the music video. In the song there is a verse which sings “Television won’t you say my name”. On this part of the song, we had the main artist shown on a TV screen. This link amplifies the lyrics and allows the audience to have a greater understanding of what is happening in the video.

Sound obviously plays a key part in the music video. The song we choose was chaotic, psycadellic and aggressive. Within the song there was a lot of screaming which we amplified in our video by having the main artist scream dramatically with the song. The craziness of the song was clearly reflected in our set (Messy living room, bright crazy pink sequined set with cut out magazine heads), our character’s funky outfits, and the character’s actions within the video. The characters are constantly either dancing or interacting with the camera (singing into the camera lens). These action reflect the chaotic beat to the song well.

Overall the use of these four media language techniques – Camera, Mise-En-Scene, Editing and Sound – alongside the use of Goodwin’s conventions, really benefitted the music video and allowed us to create a high standard finish and create a product that will attract and interest our target audience.

Research and Planning Essay

Narrative Essay

A narrative is a spoken or written account of connected events. A narrative tells a story. The narrative of our film opening was of a teenage girl going missing and her friends search for her. We created the narrative through a montage of clips of the friends together and then skipping to a plea for the missing girl to come home. We also incorporated shots of photos of the friends being burnt to add more mystery to our narrative.

Within our narrative we created we implemented a few conventions created by different theorists such as Strouse, Propp, Barthes and Todorov. These four theorists have different ideas of narratives and how narratives work. Strouse’s theory focuses on binary opposites (good vs. evil, rich vs. poor). We were able to involve this convention within the narrative for our film opening. Within the film opening there are multiple clips of three teenage girls having fun, messing around at arcades, going to school. They portray a close knit trio of friends and the audience are able to pick up on their happiness and care free atmosphere. But the clip switches between photographs of the friends being set on fire and then shows two of the girls filming a ‘come home’ plea. It is made clear that one of the girls has gone missing. This sudden seriousness of the film creates the binary opposites. It begins with a happy care free attitude but rapidly changes to serious, mature potentially scary atmosphere. It shows the friends broken up, which is a contrast to the closeness that was portrayed at the beginning.

This switching of the opposites can link to Todorov’s theory of narrative structure. Todorov’s theory is that all narratives start with equilibrium. Further on in the narrative there is a disruption to the equilibrium and then the narrative finishes with restoration of the equilibrium. The start of the film opening highlights the equilibrium of the narrative – the girls all together having fun as close friends. The disruption of this is one of them going missing. Since we have only created a film opening we can not expand on this disruption and we can not finish the structure by restoring it.

Another theorist that is relevant in our film opening narrative is Propp. Propp states that within every narrative there are the same characters: the hero, the villain, the damsel in distress, etc. Again this theory can be seen in our film opening, with the three characters presented. Dissimilar to the idea of having one hero in a narrative, our narrative contains two heroes – the two girls searching for their missing friend. The damsel in distress character is the missing girl. But the introduction of our narrative does leave the audience with questions such as “Why has the girl gone missing?”, “Are those two girls really heroes? or do they have something to do with her disappearance?”. This questioning of the narrative and the characters presented lead onto Barthes theory of enigma codes. Enigma codes are a key feature in any narrative as they keep the audience guessing and engaged in the narrative. In our film opening there are multiple clips of someone burning photographs of the three friends. This destructive act brings mystery to the audience because they want to know why the photographs of the friends are being burnt and who is burning them?

Overall, narrative is extremely important to a production and the theories and conventions that can be used within a narrative improve it significantly as they not only bring a safe well thought out structure, but they can also bring twists and add mystery to the narrative which keeps the audience engaged, which is why we used them in our film opening because we want our film opening to be a success.

Audience Essay

An audience is a spectator or listener at a public event such as a play, film or concert. Our audience is people watching our music video ‘TUMBLEWEED’ by can’t sleep. They are also spectators of our website, digipak and other ancillary texts we have created for our music video.  Our target audience for our music video is teenage girls. Our target audience is teenage girls because at that age, teenagers are listening to different types of music and finding their own type of music they love. It is also aimed at girls because its main focus is on two female characters. These female characters are not shown through voyeuristic angles, but rather as strong women.

Within the research we carried out before we begun creating our music video, we learnt a lot about conventions and in particular the theorist Andrew Goodwin. Goodwin states that there are six different conventions within a music video. We implemented some of these conventions within our music video. One of the conventions we used was the amplification of the lyrics. This is when the relationship between the lyrics and the visuals are shown in the video. For example, at the point in the song when the lyrics sing “Television won’t you say my name”, on the screen there is an old fashioned TV with the main artist on it. The TV is in the centre frame of screen and is therefore the main focus of that screen. The visual of the TV matching the words of the song, amplify the lyrics and gives the audience a greater understanding of what they are watching.  Another convention we used was the use of iconography. Iconography is presenting a prop, or costume within the video and using this as a way to represent the band/artist. In our video, we used the colour pink a lot – one of the settings was a room with the walls covered in pink sequined fabric. We carried on the use of the colour pink from our set, onto our website, digipak, magazine cover and posters. This use of the colour allowed us to represent a theme and the band simply through a prop, therefore making the band more recognisable to the audience outside the music video.  The genre of our music video was Indie Rock. The main conventions of an Indie Rock music video are psycadellic and confrontational. We used Goodwin’s idea of creating a star image through camera work. By using multiple close up shots of the artist, we were able to portray the character clearly and allow the audience to know that that character is the ‘star’ of the video.  Whilst we conformed to some of Goodwin’s conventions, we also subverted some of his conventions such as voyeurism. Voyeurism often plays a major part in videos, especially in relation to females. Stereotypically women are sexualised in music videos, but we decided that we did not want to conform to this convention but rather keep the women in the video fully clothed and kept up the confrontational persona that is relevant to an Indie Rock video.

As stated before our target audience is teenage girls. Teenager girls can be harder to attract because they are looking for music to relate to and they can enjoy any day of the week and whatever mood they are in. To attract our target audience we decided that Indie Rock is a less popular genre that Pop, therefore it provides a different spin on everyday music. This can attract our audience because they are at the point in their lives when they are discovering their own music and do not want to follow everyone else, therefore our music provides this ‘escape’ for them. The video’s main themes are the colour pink – a stereotypical favourite colour of girls-, a confrontational manner and slightly psycadellic. These main themes will attract our target audience because it portrays women as just as strong as men in their personalities. It highlights that men are not the only ones who can be aggressive and get what they want. The video is empowering to women and girls because it shows what they can achieve and this message in today’s society it is really important to get across. The fact that our video contains this message will attract teenage girls even more because it shows a good, strong role model for them to believe in.

Our video was released on YouTube and the song was released on iTunes. We used these two platforms because they are the most common and easily accessible platforms today. Millions of people watch YouTube everyday (including our target audience), therefore not only is it easily accessed by our audience but it is a great way of marketing because it can be advertised to people outside our target audience as well, therefore potentially gaining more interest.

As well as creating a music video, we also created a website, digipak, magazine cover and posters for our band. This cross media branding will ensure our band is promoted significantly in multiple areas of media. The use of the colour pink and the theme of the psyacadellic/confrontational manner are present across all these media products, therefore making the band easily recognised by multiple audiences. By making the band easily recognisable it will involve the audience more because again they can then relate to the band on a personal level because they have become a part of the audiences daily lives.

Representation Plan

Choose 1 or more of the following categories and discuss how your product represents them:


INTRO-
Explain what media product you will be analysing and which social group you will be analysing

MAIN-

Disability
Race
Class
Age
Gender
Ethnicity
Sexuality

- Consider costumes, props, locations, body language, facial expression, camera, sound, editing
- Have you included/challenged stereotypes and why

CONCLUSION-
Why did you create these specific representations?
What effect might they have on the audience?



Camera
Editing
Sound
Mise - En- Scene

Conventions Essay

In your experience, how has your understanding of real conventions developed through creating your productions?

Over the 2 years of media, we have been given 2 products to create. In our first year (Year 12) we were created a film opening. In our second year (Year 13), we created a music video.  Both of these products contain different media conventions. My knowledge and use of these conventions have developed significantly over these past two years. Before Year 12, I had a basic understanding of conventions, such as what makes a genre, but not anything substantial enough to use it in my media products.

In Year 12, we produced a film opening. We started this task from scratch and had to choose a genre within our groups. We choose the genre of Teen Drama. The genre had to be clear within our film opening so that it attracted the correct target audience (teenagers and young adults), and that it was an enjoyable and interesting watch. Because of it being a Teen Drama, we had to include some stereotypical conventions of that genre. For example, having relatable young characters and a relatable but interesting plot line. We completed this convention by having members of our group (including me) to act and be the main characters. This allowed the characters to come across as everyday teenagers and this would attract our target audience because they want characters it be relatable and allow them to connect or empathise with the characters on a personal level.  The plot line of our film opening was a missing girl and her friend’s search to try and find her. This plot line is nothing extraordinary but is not an everyday occurrence in most of our target audiences lives. This is what made the film opening appealing. Within our film opening we also used enigma codes which kept the audience engaged and trying to guess what would happen next. These enigma codes were questions such as “Why are they showing photographs of the friends being burnt?”, “Why has the girl gone missing?”, “Did she run away or was she kidnapped?” Enigma codes like this add to the plot line and attract audiences and allow the audience to enjoy the film opening and want to watch more. In Year 12, we did not really challenge the conventions of our genre. We did not challenge them because we wanted our film opening to be a success and I liked the safety of conforming to media conventions to achieve success.

In Year 13, our use of media conventions changed dramatically. We did use some conventions but we also challenged conventions swell. Our music video was of the genre Indie Rock. This music genre is not as popular as genres such as Pop or R&B, which meant we would have to work harder to attract an audience. Some examples of the main conventions of an Indie Rock music video are: psycadelic, slightly aggressive, bright colours. We decided that we wanted to implant all these examples in our music video. We decided to include these convention because not only did it fit in with the theme and band’s image we had created but it also made the video fun to not only film but to also watch. We created these conventions through camera shots – for example we used a lot of close up shots and tracking shots to show the confrontational, chaotic feel to video. The characters we created within the video were very confrontational – singing, looking, screaming directly at the camera. We also had the characters to dress in wacky clothes and dance erratically which added to the pyscadellic atmosphere. We used bright make up and we also created a set made of pink sequin fabric and cut out faces from magazines to achieve the bright colours. On Premier Pro CS6, we also used the colour correcting tool to brighten the shots therefore making the colours more vivid.  Whilst we did conform to the main conventions of the Indie Rock genre, we challenged the main conventions of music videos in general. We did this by having the two members of the ‘band’ both being female and not being sexualised. We decided we did not want to include voyeuristic angles of the characters unlike the ones you see in both videos. We wanted this video to empower women and to highlight that women can be as strong and have a strong, confident presence as men do.

Overall my skills of using and manipulating conventions have improved a lot since the beginning of year 12. I have learnt the basic conventions within different media products and learnt how to use this to my advantage. I have also learnt that I can challenge and manipulate these conventions to create a finished product that I am proud of and get my message across.

Post Production Essay

Describe a range of creative decisions that you made in the post production stage and how these decisions made a difference to the final outcomes. Refer to a range of examples in your answer to show how these skills have developed over time.

                                                                                               

Over the 2 years of media, we have been given 2 products to create. In our first year (Year 12) we were created a film opening. In our second year (Year 13), we created a music video.  These two tasks are quite similar but included very different post production activities. Before Year 12, I had absolutely no skills in editing, filming or anything to do with the production of a media product. During the 2 years I have studied media my production skills have increased dramatically allowing me to create media products I am proud of.

In Year 12, the post production was very minimal. It included our practise editing task (dancing bears edit), recreating the opening sequence of Juno, a Preliminary task and our final film opening. The tasks we completed before creating our final product were to give us the initial media skills we needed to create a high standard finished product.  The first task we were given was to edit pre made footage of dancing bears. This task was beneficial because it was a nice, easy introduction to editing and using Premier Pro CS6. The second task we were given was to recreate the opening sequence of Juno. This task involved me going out and creating shots of my own, uploading them onto a computer and editing them together. This furthered my skills of editing and also gave me the initial skills of location choosing and camera work. The prelim task involved us being given a genre and having to create a short film relating to that genre. We were given the genre Documentary. By being given a genre it meant that we had to carry out some research into this genre and this research allowed me to learn conventions within media that I hadn’t learnt about before and allowed me to use these in my work. The prelim also allowed me to refine my camera work skills and try out new shots, such as close ups.

Our final piece in Year 12 was our film opening Panaphobia. I used the camera skills I had learnt in the prelim task and created a production with various different shots which benefitted the final product. Before creating our film opening we did not go into as much research as we had with our prelim, because we knew what we wanted to create and knew of some basic conventions we could implement in our film. The editing of our film opening was significantly better compared to our previous tasks, foe example we used reverse effect and colour correcting, but it was still minimal in contract to our work in Year 13.

In Year 13, the post production increased dramatically. I was able to build on the skills I had learnt from Year 12 and input these developed skills into my work. The first task we completed was a task nicknamed ‘Banana Phone’. This task involved us being given a list of shots and effects and we were to film and edit these to fit with the song Banana Phone. This task increased our knowledge of what shots we could create and different effects awe could use on Premier Pro CS6. It was very beneficial because it allowed us to move away from and develop the previous conventions, camera work and effects we had mastered in Year 12. The second task we carried out in Year 13 was another Preliminary task. This task involved us recreating the first 30 seconds of the well known music video Call Me Maybe. This task highlighted to us that music videos required a lot more props, shots, transitions. Locations and editing that our film openings.  The final task we completed before creating our final video was a Steal- O – Matic. This task consisted of us taking clips from YouTube of music videos that inspired us and putting them all together to create a new video with our chosen song. This task allowed us to further develop our editing skills and allowed us to be well prepared to create our own music video.

Overall, my post production skills developed dramatically over the two years of media. It evolved from me not knowing anything about media, to being able to export film and edit footage together to create a high standard piece of work. It also enabled me to try out different soft wares and create products in different ways to what I was used to.

Genre Plan

FILM OPENING GENRE

Teen Drama

Setting = School, arcade, girls bedroom, garden
Themes = mystery, friendship, jealousy
Icons = lighter,photos,posters,phones
Narrative= Teenage girl goes missing - friends campaign to find her
Characters = Teenage girls x3
Textual Analysis = Camera, Mise en scene, Lighting, Sound

Digital Technology Essay

Explain how your skills in the creative use of digital technology developed over time. Refer to a range of examples from your media productions in your answer

 Over the two year course in media, I have learnt and developed lots of skills within multiple different topics of the course. One of the main areas in which I learnt and developed was the use of digital technology.  

At the start of year 12 , I had absolutely no skills or knowledge of digital technology and how it could be used in creating a product. At the start of year 12, I was introduced to Premier Pro CS6. This software is used to edit and create videos. To begin with we were told to import videos onto the software and play around with adding effects to them. To begin with I found this really difficult.I had never used this software before and it took some time to navigate the site and find out what does what to the videos. I did not really enjoy using Premier, just because I found it difficult learning how each effect would affect the video. We also studied opening sequences. We recreated the opening sequence of the film Juno. During this task we studied and learnt how opening sequences work, how the filming is carried out and how after effects are added on. During this process I, developed my skills with using cameras and I also helped out my other group members with editing. Because my knowledge of Premier was not the best, my group members helped me navigate and build my confidence my editing skills. I took this skills with me when we were given our prelim task. The prelim task was to create a short film in a certain genre. We had the genre of documentary. From my previous experience with creating Juno, I helped a lot with the filming. We used a school camera, Sony Handycam which was not of the highest quality, but worked with the old style documentary feel. We all took a part in the editing of the footage. I helped to sequence the footage. This involved collecting and reviewing all the shots we took and deciding where they would look best in the film, and cut out ones that did not work. My group also played around with colour correction and decided to change half of the footage into black and white. This was fairly straight forward to do. The prelim and the Juno task was straight forward and of minimal skill development.  Compared to the skills that I use now, these tasks are quite basic.  Our main task that we had to complete in Year 12 was the creation of a film opening. We were put into groups of 3 and had to film, edit and blog about our work. The main website we used was Blogger.com. I only created 62 blog posts for this task. The creation of the film opening was significantly harder than the prelim and Juno task. When creating this task, we used two cameras. One camera we used was the school's Sony Handycam and the other one was Sony Cybershot hx300. We used two cameras because they differed in quality and for parts of the film, we wanted low quality to highlight it was a home video. The Cybershot camera was of high quality and was a good difference to the Handycam's low quality. It made the final piece of a high standard. When editing the footage on Premier Pro, we used a  more editing techniques than we  had in previous tasks. We used effects such as Reverse effect -  this reversed the footage we shot - this worked well because it allowed us to burn paper and then reverse it to reveal the photo. We also sped up the footage by 200% and used colour correction to make the footage brighter. The effects we used were minimal but created a higher standard finish and was a skill development compared to our previous task. In year 12, we also used the social media Twitter as a promotional age for our film opening. To create the film poster, we used Microsoft Word. This was a basic software and the finish was not to the highest standard.
In Year 13, the development in the creative use of digital technology increased dramatically. In Year 13, we were given the main task of creating a music video and all other cross media branding that promotes the band and the video. The first thing we did was to recreate the music video Call Me Maybe. We recreated this so we could get used to the filming difference from in year 12. When creating a film opening, there was a maximum of about 20 shots that we had to film. Whereas when filming a music video, there could be at least 100 shots per every 30 seconds. We filmed the prelim mainly on iPhone camera. We filmed it on an iPhone because we found that it was easier to get close up shots of the singer. After we filmed the prelim, we moved straight away onto working on creating our own music video. Before creating our video we did a lot of research into other genres and videos - to present all this research we created we used a online presentation system called Prezi. I had never use this before but it was straightforward and easy to use and the presentations I created were of a high standard and showed clearly the research we did. We also used Screencast, to record what was on the monitor screen - such as a website we were researching. Again I had never used it but would definitely use it again. For the filming of the music video we used the camera Sony Cybershot hx300. We had used this camera because we wanted a high standard of footage and this camera allowed us to use different camera techniques and movements - such as panning - without the footage going out of focus. Similar to our prelim, we also used an iPhone to film parts of the footage- such as the glass smashing scene. We used an iPhone for this part because it allowed us to film in slow motion. On reflection, I wouldn't of used the iPhone to film in slow motion. Instead I would of put an effect on the video on Premier. This year we used Premier Pro again to edit our footage. In contrast to last year we used Premier on a more advanced level. Last year we used basic skills, such as reverse and minimalist colour correcting. This year we used tools such as Ghosting (provides a layered effect), Gaussian blur (which added  a vintage feel to the footage), Roughen Edge and Edge Feather ( to create a textured effect on the footage in the TV scenes). From just these few examples, it is clear to see how our skills working with Premier Pro have developed over the years and how this has enabled us to create a high standard product.  Another piece of software we used last year and this year is Blogger.com. In year 12 we used blogger to post updates of our project and overall I posted about 62 blog posts. This year we used blogger to again post updates of our project, but also blog posts about in depth research and influences we found. This year I posted over 100 blog posts. This increased number of blog posts highlights how my understanding of media has developed and how my skills have improved as well.  This year we also created ancillary texts to promote our music video and our band. These consisted off a website, digipak and posters. We used Photoshop and a website called Canva to create the posters and magazine cover. These two pieces of software allowed us to create a good well finished magazine cover and posters. Compared to Microsoft Word which we used in year 12 to create our film poster, it was a lot better and we were really pleased with these pieces of software. To create the website we used an online software called Wix. I had never created a website before therefore had never used Wix before but the software was straightforward to use. The first draft I created was god but due to feedback I decided to scrap it and start over. The second draft was miles better than the first draft with added sub pages, links and videos all available within the website. When I first started using Wix, I did not know how to add these accessories but after some practice my skills developed and I was able to create a good piece of work. We also used social media to promote our music video and our band. Last year I only used Twitter to promote our film opening but this year we used Twitter and Instagram. We created our Twitter page in a lot more detail this time, giving people the option to contact us directly rather than just view the page. We also decided o use Instagram because we had a greater understanding of what social media our target audience uses and decided that Twitter and Instagram would be the most attractive to our target audience.