The document discusses production elements used in a film about a high school massacre. Cross cuts were used between scenes of the killer and a basketball player to convey action and intensity. Non-diegetic music was used to create mystery and suspense. Multiple shots establish the killer as high status and important to the plot. The film is meant to feel realistic by using teenage actors and a school setting, as it is based on a real high school massacre.

2.  The amount of time allocated to both the
killer and the basketball player, suggests
that they have an equal importance in the
film.
 Dramatic irony was created as the killer is
wiping his face as you see him put on the
mask. The audience can see that he poses
a suspicious and dangerous threat.
 Cross cuts were used between the killings
and the basketball player, which conveys
action and intensity on opposite sides of the
spectrum.

3.  We used non-diegetic music in order to create
a binary opposition of sounds within both the
killings and the basketball player footage. We
did this in order to convey a sense of mystery
and suspense.
 Synchronous sounds were used such as the
diegetic enhanced audio of the tap water.
 We did not include any diegetic dialogue in
our film, as we believed that it would suit the
atmosphere much better, as there was
constant action during the film, that there
would have not been a need for any sort of
dialogue.

4.  There were multiple low angle shots on the
killer, which identify him as a high status
throughout the film. This would allow the
audience to acknowledge the fact that he
plays a major role in the film.
 The prolonged shots of both the killer and
basketball player indicates their importance in
the film, which could be because they have
similar traits and may have connections.
 A variety of close ups were used in our film
such as when the killer is washing his hands in
the bathroom, which indicates his emotions as
he is a cold-blooded killer.

5.  The costume we used for the killer is very
significant, as the audience cannot see
the killer’s emotion whilst wearing the
duck mask. This also helps address how
the people who get murdered respond
with confusion and fear combined, as
they do not know directly how to react
prior seeing the killer.
 We decided to kill some people who are
in uniform, and some in non-uniform, as it
helps identify that the film is in a high
school.

6.  The choice of actors we employed as
the killer was a male teenager. This
ensured that our film is more realistic and
relatable, as the high school massacre
we based our film on also had a
teenage protagonist.
 The basketball player was also a
teenager, which backs up the idea that
our thriller is based on a high school
massacre, with high school actors.

7.  We used blood in the opening seconds
when the killer was washing blood off his
hands. The use of blood gave an indication
to the audience that he is a killer and is
involved in dangerous activities, and also
foreshadowed the horrid events which
followed.
 The other prop we used was a machine
gun, which portrayed the character of the
killer as evil and cold-hearted. The gun also
conveyed how many people would be
killed in the film.

8.  The location we used was a school, and
we did this specifically as we based our
film on a high school massacre. We
believe that this location was the most
appropriate as it helped address the
theme of our thriller.

9.  The change in font for some of the
companies mentioned in our titles were
based off a film called ‘Ae fond kiss’,
which we based our titles off, as certain
companies had certain fonts used in the
titles. We also decided to include our
names that faded in and out throughout
the screen, to show the full use of area
around the video.