Initial intentions:
“The Secret Life of Tortoise” is my Final Major Project which dives into the world of tortoises for a young audience (6-12), their families, and fellow animal enthusiasts. Inspired by the tone of the CBeebies show “My Pet and Me” and the behind-the-scenes style of Netflix original “The Hidden Life of Pets,” my initial intention was to create a documentary that was both engaging and subtly educational. The choice of the wording “secret life” shows that the documentary is approached from a unique angle. I hoped to reveal an insight on their daily routines and hidden information about these shelled reptiles. However, this initial idea evolved into a dynamic, cross-platform experience using a website, documentary and game, that together created an inclusive educational experience for all and nurtured a sense of curiosity whilst developing the imagination of my target audience.
What went well:
A strength within my project was the mixture of diverse media with my documentary – the authentic real-life footage, the hand-drawn animation, and few archival clips (all conventions of a documentary). This multi-media approach was essential in maintaining engagement across the documentary. The animated segments, in particular, provided a simpler way to understand more complicated explanations such as the anatomy of a tortoise. By visualising these concepts, I could avoid potential comprehension barriers for younger viewers without having to sacrifice the factual accuracy of my documentary, which was an important decision when making education age appropriate. The live-action macro shot of the tortoise eating alongside ASMR (Autonomous sensory meridian response) audio of the crunching sounds, allowed the viewers to observe the tortoises’ behaviors in clear detail. Furthermore, the visual narratives were improved by an enthusiastic voiceover, intentionally mirroring the conversational style that performs so effectively in programs like “Mr Tumble” and “My Pet and Me,” which balances informative content with a friendly, often humorous tone.
Additionally, the use of a Tamagotchi-inspired tortoise game proved to be an insightful development, as it seamlessly complemented the documentary’s educational objectives, through active participation. This interactive element allowed users to transition from passive observation when watching the documentary to active caregiving as they virtually nurturing a tortoise. The act of virtually caring for a tortoise through feeding, playing and cleaning is a clear example of applied learning. This is effective as it helps to solidify the understanding of animal care in a fun and memorable way, demonstrating a clear understanding of how interactive elements can support educational engagement. For example, if you attempt to overfeed or press too many care options, consequently you will make the tortoise sick, causing it to require a trip to the vets. This lesson transitions perfectly to real-life as both neglecting and over feeding your pet will lead to sickness, whether that is malnutrition or obesity.
Moreover, the decision to host the documentary and game on a website, was a strategic move to extend the learning experience beyond the standard viewing and interactive game experience. This is effective as, I wanted to make learning as accessible as possible as whilst some people learn through audio and visuals whilst others thrive when reading information. Inspired by the the user-friendly and information packed platform National Geographic Kids which uses intriguing facts, printable activities, behind-the-scenes glimpses, alongside direct access to digital games, I intended to transform the documentary and game into a self-paced, exploratory learning environment for children and families. Through recognising the diverse learning styles such as visual, auditory and reading, and implementing them into my project, using a website packed with extra facts and content, I have been able to maximize the educational impact and accessibility of “The Secret Life of Tortoises”.
Areas for improvement:
Despite these successes, my reflective analysis and feedback have revealed areas where the initial vision could have been more successful. The cancellation of the scheduled interview (a key convention of documentaries) with a zoologist from Rodbaston Wildlife Centre was a notable missed opportunity. I believe, the inclusion of an expert insight would have allowed an additional layer of authoritative insight and scientific information to the documentary’s content, potentially elevating its perceived educational value. In hindsight, a different schedule, involving earlier interview confirmations or development of alternative methods such as pre-recorded statements or a virtual Q&A, would have minimised the impact of the unforeseen scheduling conflict.
Furthermore, although the narration was appropriately clear and engaging for the target audience, due to TONOR Cardioid Condenser Computer PC Microphone quality, the audio lacked depth and vibrancy. However, if I had made an earlier investment of time and resources college had to offer and started my trial and testing earlier, I could have used a better microphone such as the RODE Microphone. Through earlier Trial and testing, I would have been able to book out the appropriate RODE microphone, without booking and recording conflicts. This would have significantly enhanced the viewer’s immersion in the tortoise’s world, while also creating a more sensory and engaging experience. This situation clearly highlights a decision-making process during the production, where time constraints consequently limited the ability to enhance my projects audio detail.
Additionally, when looking into my exhibition feedback, I have partially met my target audience of children aged 6-12, but there’s room for further alignment. Several responses, such as “Primary school students,” “children aged 3-6,” “5-8 yr olds” and “6-9” clearly indicate an appeal to the younger end of my intended range. However, some feedback points to an even younger demographic such as “someone who is 5 or under,” “under five years of age,” “Children 4-8”, suggesting the content might target towards younger children. While the responses “6-17” and “10/14” indicate a potential reach beyond or a different interpretation of my target audience. Therefore, even though there’s evidence of hitting the lower end of my 6-12 range, the feedback doesn’t strongly confirm consistent engagement with the upper end of that spectrum. To better meet my intended audience, I would need to refine aspects to more consistently resonate with children aged 9-12.
Although, my exhibition feedback showed a highly positive response to “The Secret Life of Tortoise” project. Overwhelmingly, respondents found the visuals engaging, with everyone indicating they were. Furthermore, the project appears to have been successful in educating viewers, as 13 out of 14 reported learning a lot of new facts about tortoises, and the remaining individual still learned a few new things. Meanwhile, when asked what they remembered, responses ranged from specific facts about their climbing abilities and lifespan to their diet and the unique nature of their shell. Also, when asked about the most engaging part, a variety of elements stood out, including the documentary itself, the animation, observing the tortoises eating and climbing, and even the “cute and interesting” real-life parts, suggesting a diverse appeal.
However, on the other hand, my exhibition feedback also points to areas for elevation and improvement in future projects. Although only one person mentioned it, so it may have been a technical issue, to enhance the experience next time, it is still important I ensure clear and engaging audio into all video components, whilst ensuring synchronisation with any captions. During the editing process I did have struggles at around 3:16-3:20 with syncing the individual letters which is something I could improve in future projects.
Another person also suggested reviewing the tone of the narration and language, as they felt it to be “a little patronising”. Through reviewing and adjusting the tone and language, I would be able to guarantee it’s consistently respectful and engaging for the target audience as it is especially important. Although, due to the overwhelming positive feedback, I believe the “patronising” tone may have just been misinterpreted by the viewer, as they fell into the 26-40 age range and also added that it “may not be as recognisable by children”. Also, the responses for the documentary to be “more funny” and “have a bit more information,” suggest exploring opportunities to inject even more age-appropriate humour, whilst expanding the depth of information provided. Lastly, there were suggestions to increase the interactivity of the game elements to cater to user interest. Therefore, with more time I would add features such as petting when the tortoise doesn’t require actions to reduce loss of engagement. Also, the ability to unlock accessories as you level up may entice my audience to keep playing. Through, seeking more pre-release feedback and A/B testing different elements, it would have provided a more valuable insights for creating an even more impactful and enjoyable project in the future.
Research:
Meanwhile, research served as the foundation of the entire project. My studies into the biology and ethology of tortoises directly developed the script’s content, the narrative structure and website content. Also, through performing a case study of the successful children’s documentaries (My Pet and Me), I was provided clear guidance when it came to deciding on the tone, pacing, and visual aesthetics of my documentary. Alongside, the engaging style of “The Hidden Life of Pets” using behind the scenes style footage and voiceover narration was a massive influence on the success of the documentary.
Meanwhile, the comprehensive resources of National Geographic Kids demonstrated the importance of seamlessly integrating entertainment with a clear, digestible educational message. While this secondary research proved effective in shaping the overall direction, the miminal amount of direct primary research – specifically, the lack of expert interviews – underscores a limitation in my initial research approach. In future projects, I would undoubtedly benefit from direct, early collaboration with professionals in the relevant field (zoology), developing the factual depth and authority of the content. I would also insure I took more time to interact with my focus group, to avoid less negative feedback and improve the overall quality of my content.
Production Process:
To begin my project, I started with Pre-Production phase. My pre-production involved a phase of script writing for a young audience, which was something i hadn’t done before. I researched tips for Children’s TV writing using Comedy Crowd, which set guidelines on what works and what doesn’t. A clear point they stated was “be adventurous” and “don’t be afraid to do something different” which sparked the idea to use an over exaggerated animation in my documentary opening. I was inspired by the mission impossible style openings so created a scene of a tortoise robbing a sale bank. I believed, in contrast to the reality of tortoises’ lives it would create an almost comedic effect. Another example was “think pantomime – what can the audience see that the characters cannot?”, which developed the idea of a “Tortoise Surveillance HQ” where the audience would be able to catch tortoises in funny and almost embarrassing situations. Alongside script writing, I develop the website’s architectural design, the creation of visual mood boards, and a detailed mapping of the interplay between animation and live-action footage. Through integrating the the interplay between animation and live-action footage into my script, I was able to create a guideline of what footage I would need to film, how long it would need to last and what animations I would need to create. Although I did not follow the scenes exactly as stated on the script, because it didn’t appear as cohesively during editing, I used it as a reference for what I would need to include to ensure I created an enticing visual experience.
I had experience in all of these areas except animation, so it was a difficult learning experience that took a lot of trial and error. However, through using the app FlipAClip I was able to watch tutorials and found it a very beginner friendly app. Also, production stage also presented the difficult challenges of working with non-directed tortoises, demanding patience, adaptability, and a willingness to embrace unplanned moments that often led to the most authentic, funny and charming sequences.
Whilst post-production was the time consuming editing process of combining animations, voiceover recordings, archival footage, sound effects and music into a cohesive final product and ensuring it’s all synchronised. Meanwhile, the development and integration of the website and game added a significant layer of complexity but ultimately elevated the project into a multi-dimensional learning experience. For the website I used WordPress to host the site and embed the game mechanics, alongside the extension elementor which allowed me to elevate the visual elements of the website.
Reflecting on the production process, several key positives and negatives emerge. The blend of diverse media forms proved highly effective in maintaining viewer attention and conveying information through varied and engaging ways. The interactive website and game significantly amplified the project’s educational value and extended its lifespan beyond the initial documentary viewing. However, the constraints of time and limited direct access to external expertise underscored the critical importance of proactive scheduling and flexible collaborative planning in future endeavors.
Abmbitions and Targets:
The “Secret Life of Tortoises” truly fulfilled my initial ambitions and targets, proving to be engaging, informative, and appropriately tailored to its intended audience. The chosen tone and visual style demonstrably resonated with younger children, as evidenced by viewer feedback indicating both enjoyment and retention of information. Parents, in turn, appreciated the underlying educational value and shared that their children have also asked to watch again.
While the absence of the expert interview meant I didn’t achieve the full depth of scientific insight I initially envisioned, the interactive elements and the engaging narrative tone effectively compensated by delivering a dynamic learning experience that extended beyond the initial viewing. This reflects an effective adaptation and problem solving to unforeseen circumstances, prioritising overall engagement and learning outcomes.
Skills developed:
Throughout this journey, I developed a diverse range of new skills. These encompassed technical efficiencies in filming and editing, creative development in storytelling and animation, and digital literacy in website development and basic game design principles. Furthermore, I significantly enhanced my planning and problem-solving capabilities, particularly in navigating unforeseen challenges such as the cancellation of the expert interview, demonstrating my adaptability and resourcefulness.
Conclusion:
Ultimately, the overwhelmingly positive feedback, with an average rating of 4.92 out of 5, strongly indicates despite the constructive feedback there was a high level of user satisfaction. A significant majority of respondents, rated their experience as excellent (Level 5), while only a single response indicated a still positive, though slightly lower, rating of Level 4. The complete absence of ratings in the lower categories (Levels 1-3) further reinforces the conclusion that users generally had a very favorable experience. Confidently, I can say when referring to data from my exhibition it paints a clear picture of success and suggests that “The Secret Life of Tortoises” is performing exceptionally well.
I am satisfied with the outcome, as it successfully captured the unique character and complexity of the shelled reptiles, presenting them in a manner that was simultaneously accessible, entertaining, and educational. Through strategically incorporating interactivity, narrative charm, and clear visual storytelling, the documentary exceeded the limitations of a simple passive viewing experience, evolving into an immersive learning journey. Whilst the Exhbition and Self-Evaluation highlighted potential refinements, the project as a whole represents a significant creative and educational achievement, and I am genuinely proud of the final outcome of this independent Final Major Project.
