The document summarizes the opening title sequence of a film. It describes how the sequence begins with a close-up of the main character Emma hearing her alarm clock, then introduces the non-diegetic music score. Through cinematography and physicality, the lack of dialogue conveys characteristics of the characters. The sequence alternates between establishing shots of Emma and Dean's rooms to portray their individual personalities and lifestyles. It emphasizes Emma's organization and structure through a schedule on her laptop to help audiences relate to her as a typical teenage girl.

1. By Libby Jones

2. The starts by fading in to a close up shot of
„Emma‟ (the main character) with just the Diegetic
sound off the alarm clock. After a few seconds we
hear the non-diegetic music score which continues
throughout the title sequence. There is very little
dialogue used throughout the title sequence, so
the representation of the characters has to be
presented mostly through the cinematography and
the characters physicality.
I would like to use a similar kind of opening in the
media product we are creating. Our film could start
with the diegetic ambient sounds of the town (eg
people talking, cars and motor vehicles) and then
the soundtrack.

3. An eye-line match shows the
audience that Emma has been
looking at the alarm clock displaying
6:00. Continuity editing is used to
show Emma waking –up, turning off
the alarm and sitting up to get out of
bed. The connotations give a positive
representation of the character and
give us the impression she is an
“early riser”.

5. We see a long establishing shot of Deans room
which is contrasted with the following shot of
Emma‟s room. As well as the characters the set
design for the too locations is different. Emma‟s
room is more open and organised. This could
have been done to portray the individualities of
the characters to the audience.
The credits appear in the same style as the
title.

8. The two different scenes are
continually interspersed with another
often showing parallel actions. This
suggests that both narrative actions
are taking place at the same time, it
also implies a connection between
the two sets of events.
Hand –held shots and slightly tilted
shots of Emma shows her doing
“tasks”. These shot might have been
created using a dolly or steadycam.

9. Emma is portrayed as a very structured and prepared
person. This is enforced by the zoom in shot showing
some kind of colour coded schedule on her laptop. An
extreme close up allows the audience to see the
timetable in detail implying that her extreme
organisation is an important part of her character. This
also gives the audience insight into the lives of the
characters. The main focus of drama films being the
progression of relationships between characters.
Teenage girls are often stereotypically thought to be
more organised than teenage males and the film
supports this view. This allows the audience (who will
most likely be mainly young women) to relate more to
the characters as most women would be expected to
have a similar response if they were placed in the same
circumstance. For example typically you would expect
a woman to spend more time getting ready than a man.

10. Dean is represented in a
more negative way than
Emma. Deans father
(the one who should be
in authority) is in the
background of the shot.
This suggests dean is a
“typical” rebellious
teenager.

12. Finally we see the two
characters arriving at
the same location.