December 25, 2009
This is the opening sequence of the most recent and current series of Hannah Montana. As you can see it is hugely different from the previous three series. It uses a completely different method of introducing each character, instead of showing each character on a plan background, it uses a roll of film with an image of each main character, followed by some clips from the series containing that character. It helps to give the audience a better idea of the themes Hannah Montana is actually based on. For example the plot is Hannah herself is living two different lifestyles, her normal school life and her pop star life. The roll of film, locations and song lyrics used in the opening credits all give small clues to the main plot.
personally I do not feel this method of introducing the characters is as effective as the previous three series, and shall not be using this method in my own opening sequence.
December 25, 2009
As you can see from watching these two video clips of Hannah Montana season 1 & 2, they are both very similar.
The camera shots used throughout these clips are those you’d expect to be used in a kids tv show, opening sequence. They consist mainly of close-ups, mid shots, long shots and the occasional ECU. The ECU is effective as it helps the audience to get a closer look at each characters facial expressions. When introducing each individual character a split screen is used, showing a close up of the character on one side, and a long shot on the other. This can be particularly useful to a younger audience as the close up provides facial expressions, make up and hair styles, while the long shot shows off the visual appearing of each character, particularly what they are wearing. Fashion is a major issue in today’s world, particularly within the target audience these clips are aimed at. Hidden messages can be used to entice younger audiences (in particular teenage girls) to go out and buy what they see their favorite character wearing so they can ‘be like them’.
the use of shot/reverse shot throughout the sequence gives a quick pace feeling to the opening credits creating a ‘must see’ feel to the audience watching and the feeling that we shouldnt miss out on the episode. The clips are fast paced throughout, this is achieved the quick and sharp cuts, with no fades used.
The non-diagetic song used throughout is a major strong point for both clips and is particularly effective to its target audience. This is because it’s an up-beat, fasted paced and catchy song that interlinks well with the fast paced cuts and camera shots. The fact thats its song written and produced by Hannah Montana herself works well as all young children will recognise this and could play a major part in selling her DVD and magazines (which is another part o the assignment)
The settings used are typical of a teen drama; a high school / main characters house is used for the main settings. These are very similar setting to what I plan to use, such as a high school, class rooms and school corridors. The appearance of each character is also effective as the type of audience watching would look up to the staring characters and inspire to be like them. They must wear appropriate clothing and make up, that the target audience could go out and purchase.
December 25, 2009
Above is a YouTube video of the Hannah Montana Series 3 Opening Credits. There are currently four different opening sequences for the four seasons of the TV series Hannah Montana, I personally think Series 3 is the most effective and will be looking at this sequences in particular. I will be looking at the other 3 opening sequences in less detail in future posts. For this piece of research I am going to analyses the link and pick out good and bad points, including features I would like to use in my own opening sequence. I have chosen this opening clip as its very similar to how I have planned my opening sequence to be implemented.
0.07: I particularly like this way of introducing each character as I feel it helps the audience to get a good idea of what their character is like and whether they can relate to them. I also like the way when introducing each individual character their name appears underneath their picture so the audience can recognise their name. The way this shot includes both a close up and a long shot of the character is effective, as it can give the audience an insight to both sides of their appearance (facial and dress code).
0.12: After each character has been introduced it shows a small clip of their character in action from previous episodes so the audience can further their knowledge on what each character is like and what characteristics each one may hold. I feel this is effective as a younger audience in particular can start to identify themselves with each character to help choose their favorites and which ones they can relate to.
0.29: They have also included any special guests that will be making an appearance in this particular episode in the opening credits. This works well as the audience can get to know any new ‘one off’ characters that will appear in the episode.
0.31 – 0.51: After introducing all of the individual characters it shows some ‘best bits’ from previous or future episodes that help to engage the audience and make them want to watch more. These may include scenes that the audience may find funny or entertaining to entice them to watch the episode.
0.45: The opening sequence is complete with a quick snippet of who created the episode. I would like to include this is my own opening sequence so we can take credit for what we created.
Other Key Features: The text used when introducing each characters name is effective as its bold, clear and easy to read, whilst not too overpowering. This is effective as you do not want to draw the viewer’s attention away, whilst you do want them to know the character name.
A simple quick paced cut is used to flow from scene to scene when introducing the characters. This works well as the quickness of the cut helps to keep the fast paced tempo of the opening credits, whilst flowing with the upbeat sound track.
Another key feature that makes this clip so effective is the sound track that accompanies it. As this is a major part of the project I will be looking at this in more detail in my next post.
December 11, 2009
Above is a selection of the Hannah Montana official magazine covers. As you can see they are all very similar to the DVD covers I previously looked at. They all feature a prominent image of Hannah Montana herself with a cheeky pose that will appeal to a young age group. The same Hannah Montana logo appears at the top left of each cover.
The use of colours is also another main feature as they use a mix of pinks and blues that will appeal to a young audience, (mainly young girls aged 6-12). Each cover shows what the magazine features inside.
December 11, 2009
Above are a few of Hannah Montana DVD front covers. As you can see the main focus of the DVD cover is a big eye-catching images of Hannah Montana herself with a few smaller cast members in the background. This is the first thing the audience will look at and has to eye-catching to catch the viewer’s attention. The same Hannah Montana title appears on each DVD covers and is a reoccurring and recognisable feature of the DVD cover. All of the covers use a mixture of vibrant colours that are there to catch the viewer’s attention by drawing them in anticipation and wanting to know more. The DVD cover uses no violent images, strong language or scenes that are not suitable for young children, this fits into our target age grope well.
December 3, 2009
Name: Teen High
Age Group: 8 – 12 years
Our whole piece will be around the 3 minute mark and is broken down into two main pieces, the title sequence that will be about 55 seconds long and the opening sequence of the first episode that will be around 2 minutes long.
After a lot of research into similar title sequences we have decided to make the title sequence around 50 seconds as this is the minimum time it will take to introduce the main characters.
Section one – starts of with an establishing shot of a boring classroom. The camera pans round the room from left to right. The camera then freezes on one kid playing with a scrunched up ball of paper (audience assumes this is his work). As soon as the camera freezes his name appears below him to introduce his character, an arrow then appears pointing at the young boy with a cheesy slogan. For example ‘Class Clown’.
Section two – the camera then quickly unfreezes and continues on its pan around the room from left to right. The pan goes a full 180◦ until it gets to the teacher situated at the front of the class. She is positioned in the middle of the shot with her back to the class whilst she is writing on the white board. This shot then freezes and her name appears below her to introduce her character. An arrow then appears with another slogan suited to her such as ‘The Teacher’.
Section three – The bells then rings and the camera unfreezes. It then cuts to the school corridor full of kids. It then focuses on one particular boy who has dropped all of his school books on the floor. It then freezes and his name appears with the slogan ‘Teachers Pet’
Section four – it then quickly unfreezes and a downward tilt is used to focus on a young girl on the floor picking up his books. She then looks up and the camera freezes and her name appears to introduce her character.
Section five – the camera continues to walk through the corridor full of kids (using a steady cam) until you reach a young boy and girl chatting up against the wall. The camera shot freezes and their names appear below them as an introduction to their characters then their nick names appear above them, “his in love” and “she’s not interested” with arrows pointing to the appropriate character.
The shot then continues to walk through the corridor using a steady cam, a fast forward effect is used here to speed up the walking process and add an effect to the sequence. The shot goes all the way to the end of the long corridor until it reaches a pair of double doors where a fade effect is used to fade out the shot and music in cohesion. The episode then begins.