This is a childrens film which is another animated piece but also has a real scene at the end. It is fun and interesting also the storyline is intriguing as it makes you want to know what has happened to the dog. It is colourful and well put together. It keeps you interested and works well as a childs film opening as it makes you want to know what is going to happen.   

Old Student Work.

We like this childs film as it is interesting and fun. The use of lego works very well with the theme of a childs flim. It uses face paced car scenes to add the action. Lego uses bright and bold colours to make it visually pleasing for children. The soundtrack adds a sense of realism to the opening sequence which helps to keep children interested. The storyline is fast paced and fun which keeps children hooked.

What's the difference between a U and a PG?

The main difference between PGs and Us is that PG's can have a bit more of 'everything', for instance ; they can use mild bad language, implied sexual activity, moderate violence without detail, and serious social issues (e.g drugs and racism) that carry messages that show the issues are unacceptable.

BBFC Classifications

U:

It is impossible to predict what might upset any particular child. But a ‘U’ film should be suitable for audiences aged four years and over. ‘U’ films should be set within a positive moral framework and should offer reassuring counterbalances to any violence, threat or horror.
If a work is particularly suitable for a pre-school child to view alone, this will be indicated in the Consumer Advice.

12/12a: Exactly the same criteria are used to classify works at ‘12A’ and ‘12’. These categories are awarded where the material is suitable, in general, only for those aged 12 and over. Works classified at these categories may upset children under 12 or contain material which many parents will find unsuitable for them.

PG: Unaccompanied children of any age may watch. A ‘PG’ film should not disturb a child aged around eight or older. However, parents are advised to consider whether the content may upset younger or more sensitive children.

15: The work as a whole must not endorse discriminatory language or behaviour. Drug taking may be shown but the film as a whole must not promote or encourage drug misuse. The misuse of easily accessible and highly dangerous substances (for example, aerosols or solvents) is unlikely to be acceptable. Dangerous behaviour (for example, hanging, suicide and self-harming) should not dwell on detail which could be copied. Easily accessible weapons should not be glamorised. There may be frequent use of strong language (for example, ‘fuck’). The strongest  terms (for example, ‘cunt’) may be acceptable if justified by the context. Aggressive or repeated use of the strongest language is unlikely to be acceptable.

18: In line with the consistent findings of the BBFC’s public consultations and The Human Rights Act 1998, at ‘18’ the BBFC’s guideline concerns will not normally override the principle that adults should be free to choose their own entertainment.

Wallace and Gromit- grand day out, building a spaceship evauation

Genre: Childrens, Comedy, Adventure

In this opening we are introduced to the characters Wallace and Gromit whilst they are building a rocket to get to space, this shows the relationship between the characters showing they both have an inventive mind and a thirst for adventure. The simple style of the animation and funny mistakes of their project are easily grabbed by a child and the lack of complex speech makes it very easy to understand.

chicken run trailer evaluation

http://www.youtube.com/watch?v=jVdlxwX6A7g 

Genre: comedy, childrens film, animation

camera shots: mid, long, match on action, close-up,

characters grouped between collective, united chickens (good) and the farm owners+ pets (evil), the aim of the film is to escape the farm and a better life in the country.

sound: inspirational music, appropriate for planning/trying to escape.

introduces main characters.

preliminary task

In our preliminary task we managed to include all of our required shots, these were: establishing, close up, match on action, reaction, long shot and over the shoulder. We were set the task to show that we knew how to use the camera and to film the shots required, then to edit them in final cut. We had to film a conversation which we did complete yet the audio was poor and the background noise dominated the scene. We could have accomplished better shots if we had more time. We could have made our match in action shot clearer.