1. Shyanne Sanders
The Breakfast Club
The first 4 seconds are silent as the setting is established.
The opening sequence starts with a black background
with what looks like stars. This connotes that there will
be starts acting in the film (dyers star theory), making it
appealing for the teenage target audience. As the
soundtrack begins (Simple Minds- don't you forget about
me), the camera pans in on a moving image of the earth.
This makes it seem as if we are in space and connotes
that this film is going to be “out of this world” and magical. The 1985 song introduces the time
period in which the film was set and the lyrics, “don't you forget about me” suggest the action of
leaving. This fits in with the narrative of the film as each character is a student at a high school of
which they will all leave and this song continues throughout the opening titles.
As the image transforms into the Universal trademark,
it becomes obvious that the setting of the universe
automatically makes audience remember the film
institution (hypodermic needle theory). Making this
link make the audience feel intelligent and involved.
The next shots are a series of titles, all with a black
background and bright orange writing. This sticks
with the colour code of the film institution to make
it memorable. This background along with the
capitalisation and bold font makes the writing in
your face, fitting in the teenage themes in the
narrative. The colour orange connotes enthusiasm
and creativity but contrasts with the black which
connotes evil and mystery. This immediately suggests conflict between the characters featured in
the narrative of the film. The title “The Breakfast Club” however, connotes a group of people who
want to spent time together. This connotes that within the narrative all of the character's make
unexpected connections and help each other with their problems.
The next shot introduces the actors but, as it states, “in
alphabetical order”. This has the connotation of a school
register, highlight the main theme within the narrative.
This would appeal to the young audience as they can
identify with the actors being listed in this order (uses
and gratification theory).

2. The shots that follows includes the same colour scheme
and font and the writing fades to black and then another
name appears in the same way as the previous. This
emphasises the idea of change and being forgotten and
replaced which fits in with the narrative of the film. A
teenage audience would be able to identify with these
feelings as they are at a point in there lives when they
have to undergo the most change (used and gratification).
The shot that follows uses a different
typography with a change in colour code,
connoting that this text has a different meaning
and purpose. The way in which the text is
spread across the shot, imitates the way a song
or poem is written and the white writing
against the black background forces the
audience to read it. This David Bowie quote
would make a teenage audience feel intelligent.
This message subtly introduces the main characters of the film and emphasises the films message of
not judging a book by it's cover.
In the 1970's David Bowie's music challenged the normal conventions of rock music and
supposedly formed a cult. The fact that his music was referenced by the director, connotes that the
characters in the narrative don't necessarily fit in , and they may challenge each other, but in the end
realise that they are much stronger working together than being alone.
This image is smashed, similar to the way in which
windows smash when hit by a ball. This highlights the
teenage themes and by having this cut off the music with a
loud diegetic crash sound, the director is showing the
disequilibrium and is suggestive of the fact that these
characters may cause chaos.
Contrasting with the previous shot, as the
chaos of the shattered pieces disappear a
still image establishing shot of a school is
seen. This introduces the setting and the
themes of the film. With this image an
instrumental version of the track begins
again but this time is much quieter and
after 2 seconds a voice over is heard over
the top. The image is still so that the
audience are not distracted from what the
character is saying and he introduces the day, the date, the time and the place (Shermer, Illinois).
The director added this so that the audience would feel involved a comfortable with the setting of
the school. This also introduces a linear narrative as the narrator is telling the story from the
beginning. The place in which the film is set is a fictional place created by the director John Hughes,

3. who grew up in Illinois. Using this setting is common feature in his films.
This low angle, close up shot of the clock connotes
that this is an important element of the narrative.
The time reads 6:55 and the audience would
instantly understand that this is before school hours,
relating it back to the title of the film “The
Breakfast Club”. This allows the audience to see
things through the characters eyes; this is how
students of the school would see it enabling them to
identify more with the character's (uses and gratification).
The establishing
shots that follow are
still images of
different places or
items in the school.
These shots highlight
setting of the narrative. Each shot
shows the effects that teenagers have
on their environment and therefore
emphasise the main themes. The
empty cafeteria connotes a calm scene
where there is normally chaos. One of
lockers is broken and there are things
falling out of it connoting that characters have affected the state of
equilibrium. The close up shot of the mess, and all the shots that are shown display places or objects
that have been vandalised by the students of the school connotes that the character's will have
rebellious sides. This also connotes that the characters have done something wrong and the empty
school ground and the narrator figure explaining that they have to be in school “all saturday”
emphasise that they are being punished. The angry faces scribbled on the note pad and “help”
written in bold letters connote that the audience we may feel empathy for these characters and be
able to identify with the feeling of being misunderstood (uses and gratification).
The non-diegetic narrator then introduces the main characters by saying “you see us as you want to
see us, in the simplest terms our most convenient definitions” connoting that the five main
characters are similar to Prop's 8 character stereotypes. Establishing shots shows still scenes to
represent each label:
Here the “brain” is represented by computers and complicated
sums on a blackboard. These images connote intelligence and
stereotypically unpopularity which could be the reason that
there are only five desks in vision in the classroom. This one
character is representing a whole social group. The predominant
colours in this shot are black and grey, colours which connote
boredom and are seen to be uninteresting. Here the director is
displaying the character in the way that the other character will see them.

4. The “athlete” is represented by a shot of what seems to be a
male changing room. This shot is more chaotic, with lots of
equipment, clothes and shoes associated with sport scattered
around. The contrasts greatly with previous seen and connotes
popularity. The blue and orange colours connote enthusiasm
and trust and are stand out bright colours to emphasise this
characters place in the hierarchy of the school; at the top.
Expectations of this genre include this character being the hero of the narrative.
“A basket case” is emotional unstable and has constant isolation
from mainstream society. The still shot displayed to represent this
character has strange artistic images spread across a desk. This
connotes that the character uses art as escapism and the sign in
the corner reading “guidance counsellor” connotes that this
character is unable to cope. These images are in red and black,
colours that suggest danger and mystery. This is the director presenting this character in the way
that the other characters see him or her.
The label “Princess” connotes that she is like royalty at the
school. Stereotypically there are usually a group of girls that
every girl wants to be like and every guy wants to be with in
comedies based in a school. In this shot you learn that she is
running for “prom queen”. This is written in sparkly
typography connoting a girly character and the bright yellow
poster connotes that she likes to be the centre of attention. It
is expected that this character would be the princess (the hero's reward) in the narrative.
Finally the “criminal” is represented with shot panning down
the lockers and the message of “ open this locker and you die,
fag”. The slow pace of the camera keeps the audience in
suspense (enigma). The capitalised letters and the violent
message connotes an intimidating character. The
discriminative language used, highlights the target audience
and allows them to identify with the characters (uses and
gratification). The black handwritten typeface over the
orange locker connotes that this character rebels against the state of equilibrium and suggests that
this character will create conflict with the other character's. The fact that this shot follows the image
of the “princess” is the director emphasising binary oppositions. Although there isn't normally a
criminal character in films of this genre, this character is expected to be the villain.
The shot pans up revealing a car and then two characters. In
1984, the time in which this film was set, this “BMW”
would have been classed as a very nice, expensive car. This
automatically makes the audience think that this character is
one of the popular character's (a character which is iconic to
the genre), as stereotypically they always have parents who
have good jobs and a lot of money (hyperdermic needle).

5. A two shot of the characters reveals which one of the
character's previously mentioned, she is. She says “I
can't believe you can't get me out of this” suggesting
that she is spoilt and used to her dad sorting out her
problems. This, and the reference to shopping,
immediately identifies her as the “princess”
(hyperdermic needle)and expectations of the genre
suggest that this type of character is a spoiled daddy's
girl who likes shopping for clothes and make up. Her
pearl earrings and the father character's scarf connote riches. Her mouth is slightly open and her
eyes seem focussed on the school building, suggesting her worried thoughts and connoting that she
isn;t used to being out of her comfort zone. There is an over the shoulder shot focussing on the
character's facial expression and then as she turns her head the camera shot jumps the other other
side to continue the shot of her emotion. This ensures that her feeling are conveyed fully to the
audience.
The cross cutting places the BMW and the “princess” in
the same location, ensuring the audience that the
narrative has jumped backwards/forwards, and creates a
binary opposition between her class and the state school
that she attends.
A profile shot introduces the next character. The fact that
the characters are sat tightly together connotes that this
character isn't as rich as the one previously introduced.
This, and the conversations between the characters about
studying immediately tells the audience that this character
is “the brain” (hyperdermic needle theory). This
stereotyped character offers audience identification, with
the pressure from parents to get good grades (uses and
gratification) and is expected in a film of this genre.
This two shot puts a face to the next character and the
bright blue football jersey jacket indicates which characters
he is in the narrative. The fact that the dad cares more
about him “missing a match” than the fact that he is in
trouble is an expected characteristic of a film in this genre.
As the car pulls away, a character who is
walking becomes the focus of the a wide shot.
The director previously emphasised the fact that
character's were arriving by car with their
parents, so that when this character arrives the
audience automatically understand his situation.
From this, the director is suggesting that this
character doesn't have a close/ any relationship
with his parents and the fact that he almost gets
hit by a passing car connotes that he is an

6. unwanted rejection of society. This highlights which that he is the “criminal” but allows the
audience to already feel empathy towards him.
This shot continues and as one character walks out of shot
another character steps in connoting that these characters do
not socialise or cross paths at school. Stumbling out of the
car connotes that this character lacks confidence. Although
it isn't automatically shown which character this is, the long
hair covering the eyes and the scruffy clothes connotes that
the character doesn't take care of themselves.
As this character goes to make contact with their parent
the car drives away highlighting an unhealthy relationship
and suggesting a possible reason for this character's
emotional instability.
The opening sequence finishes with this character
standing alone in the middle of the road and the
soundtrack fades out to silence. The character stands
still, starring at one spot as if she had lost all hope.
The green grass and bushes stand out next to grey and
brown colours in this shot, connoting the conflict
between these character's and their environment
(disequilibrium). The trees have no leaves however,
connoting that this character feels that there is nothing special about her and is extremely unhappy.
This final image presented by the director is used to highlight the fact that although all of these
character's will be spending the rest of the day together, they all feel very alone. This is a common
theme for a film of this genre as it allows escapism for the teenage audience (uses and gratification).