The document analyzes the opening sequence of the film "10 Things I Hate About You". It describes how the sequence uses animated text and panning shots to establish the setting of a high school in a city. Different colors are used for the credits and titles to convey different meanings. The sequence introduces the main characters and establishes one as rebellious through her facial expressions and music. It aims to appeal to a teenage audience by reflecting their experiences and environments like high school.

1. 10 Things I Hate About You opening sequence
analysis
The first screen shot introduces the institution of the film through the large blue
text at the centre down the bottom of the shot. The large size of the text
suggests the importance of the institution and the contribution they had to
the film. This text appears from the right of the screen from a blue thick line
which then appears as a blue circle left of the text and it is stationary once
centre of the screen. It then lights up gold creating the text to stand out to
the audience even more, presenting its importance once again.
The same production company is presented once again however in the
same typography of the cast and crew which will soon follow. This ties the film
in with the institution to present that they were the main production of the
film.
This time the text is right in the centre of the screen, standing out in a bright
green colour. This text is animated and moving around fast as if it is sketched
into the shot, creating a fun and upbeat feeling.

2. The second and third production companies are presenting next in the same
large typography in the same cartoon style. However, this time the text is blue
rather than green and considering there are two production companies
presented at once it suggests that it holds less importance. This text is also as if
it has been sketched into the shot and then fades out, as it as animated also,
connoting childish behaviour as presented in the film.
The setting is established in as if sketched, linking in with the typography
before and to follow. This high angle shot of the city sets the scene and gives
the audience an animated feeling to the area as it seems cartoon. This will
appeal to the audience as animated films are usually easy to watch and a
teenage audience will therefore use this as escapism.

3. The sketching affect then transitions into the real setting shot without shading
over it as the reality of the film is presented due to the connotations of youth
and art being presented. It becomes obvious that the film is set in a city due
to the skyscrapers in the shot. The setting created an enigma as members of
the audience are likely to live in a city and therefore will relate to the setting,
wanting to carry on watching.
The camera pans as '10 Things I Hate About You' appears on the screen in the
same sketch affect. The typography is over the landscape so the setting can
still be identified by the audience. The green colour of the typography is
unisex and therefore attracts a mass audience of both female and male. The
colour green also connotes envy and hate, just as 'hate' is in upper case
letters in the title, it is creating this to stand out as it is a main theme of the film.
The text is placed in the centre of the screen in very large text as it is made to
stand out to the audience due to it being the title of the film. The typography
is animated and fades out.

4. The camera carries on panning as the setting is still being established, with an
ocean now presented in the background, therefore we know it is not set in a
city such as London. The first cast member appears on screen in an orange
font, still consistent from the previous text as if they are sketched on and
animated, eventually fading out. This is also placed centre of the shot,
however not as large as the title of the film as it does not hold as much
importance.
The sketch typography used appeals to the chick-flick genre due to the
majority of the audience being teenagers, as the style mirrors graffiti which is
widely associated with teenagers. The yellow colour used also represents
youth due to the colour being fun and having more character than a colour
such as black.

5. The camera is still panning as more cast members appear in the same ways
as the other typography. The use of the colour blue in this text brings the
ocean in the background to stand out more, giving a more relaxed feeling
due to blue connoting tranquillity. The colour blue is stereotypically liked by
boys and therefore does not tie in with the chick-flick era, however this film is
aimed at both genders.
Four people are in this shot going about everyday life as the camera carries
on panning, establishing more of the setting. The audience can now view
houses and cars, as the things in shot are closer than before, however still at a
high angle shot. The yellow colour used connotes the sun and brightness as
reflecting in the clear blue sky in the background. A blue car is driving into
shot at this point as the camera pans which suggests they will hold more
importance in the opening sequence rather than being cut out of the shot.

6. A mid-shot is next presenting a car full of four teenage girls playing their
upbeat pop music (One Week) and smiling. This soundtrack is carried on from
the previous sound. The teenage audience will be able to identify with these
characters as friendships are presented (uses and gratification theory.)
The camera pans to the right to present the contrast in these two people
introducing both of the main character in the red car to the audience. The
colours of red and blue contrast as blue connotes tranquillity, while red
connotes anger which reflects on the angry main character. The backing
shot introduces a plush environment, representing a youthful atmosphere.
The panning ends up on the red car in a mid-shot which creates the two cars
to seem equal. By this the audience will infer that they are just normal people,
not inferior or superior to each other due to the level shot. This creates a

7. binary opposition as she looks different due to her dark clothing and facial
expression.
Another mid-shot as four girls in the other car are seen more closely, instantly
looking away from the girl in the red car. Their facial suggest that they are
scared of her and she is different to the rest. The song 'Bad Reputation'
continues playing to support this idea.
This close up of the main character with a moody and unhappy face presents
her personality to the audience immediately. The music she is playing in her
car reflects her personality presented through this shot. This then cuts to a high
angle long shot of the cars at the cross roads pulling off. Representing
stereotypes, connotations of teenagers decisions in life and creates a
narrative of competition amongst a teenage audience.
The setting changes to a school where the majority of the film is set, making it
easily relatable for the teenage audience (uses and gratification.) An

8. understanding is given that this film is mostly about teenage stereotypes as
the cliques of high school are presented.
A high shot of the school follows to establish another setting which is one of
the main settings due to it being where all the relationships begin and where
a lot of the film takes place. This shot presents the school as large and
somewhat frightening. The shot also includes some of the many students in it
to make it seem more realistic.
The final text is presented on screen in the same green colour that the title of
the film was presented in, to finalise the cast and crew. The green colour
connotes the hatred and jealousy throughout the film and is used more than
once in the opening titles. This mid-shot captures two of the students who go
to the school, one of them being the main character who is on her way to rip
the poster off the wall, presenting rebellious behaviour.

9. Lastly is a close up introducing the first character by name as the first scene
begins. The flowers on the desk and the 'Ms' on her plaque give the audience
incite to the fact this character is female. We also identify that she is a
guidance counsellor through it being stated on her plaque. The audience
wonder who is talking to the guidance counsellor and what will happen with
this using the enigma code. Finally, this shot appears as the music of 'bad
reputation' fades out which suggests someone important is about to speak.
From analysing this film, I would use the continuous panning to establish the
setting while the text of the cast and crew overlays due to it having a
professional look. As our film is set at a school, this would also be a good idea
as the setting of a school is very important in chick-flicks aimed at teenagers
as they can identify with the setting and characters (use and gratification
theory.)

10. Lastly is a close up introducing the first character by name as the first scene
begins. The flowers on the desk and the 'Ms' on her plaque give the audience
incite to the fact this character is female. We also identify that she is a
guidance counsellor through it being stated on her plaque. The audience
wonder who is talking to the guidance counsellor and what will happen with
this using the enigma code. Finally, this shot appears as the music of 'bad
reputation' fades out which suggests someone important is about to speak.
From analysing this film, I would use the continuous panning to establish the
setting while the text of the cast and crew overlays due to it having a
professional look. As our film is set at a school, this would also be a good idea
as the setting of a school is very important in chick-flicks aimed at teenagers
as they can identify with the setting and characters (use and gratification
theory.)