2. Initial Idea
• Our initial idea was to have a boy chasing a girl.
However we decided to break typical conventions
and to have a girl chasing a boy.
• We decided that the stalker would aim to kill the
victims girlfriend as she sees him as her possession like
someone would own a phone or an iPod. This in itself
makes the scene more creepier as people would
assume she is after one of his personal possessions.
Once the stalker has killed off what she sees as an
obstacle (girlfriend) to getting what she really wants,
the end of the scene ends in a chase sequence.
3. Mise-en-scene
Costume + Lighting
• As it was set in a school the characters had to wear stereotypical
smart clothes such as shirt and dress pants. This was easy for us to
accomplish as we were already in costume as we are 6th form
students ourselves.
• Nevertheless, as for the stalker we wanted mislead the audience
into thinking she was actually a he. For this we used a males
hoodie. One downfall 0f this costume was that on the day of
filming we didn’t have correct bottoms for the stalker.
• The area in which the chasing scene took place was a confined,
secluded area. This created an eerie effect which links to the
whole stimulus.
4. Filming Process
• For the filming process we took at least three takes
for each shot. This was so we had a variety to choose
from.
• During our filming we encountered some trouble with
people walking past. This made it harder to get the
shot we wanted. If we did it again we would do it in
a time period where we would not be disturbed.
• Since we weren’t allowed to use dialogue it was
harder to get the plot across. So we had to use
effective gestures and acting.
• We used a tripod to get steady shots which gave us
a range of different angles as we accumulated a
wide range of shots to include in our film, giving us
more variety.
5. Editing Process
• One main struggle we had whilst editing
was fitting the song into the shots. We had
to time it so the song would fit into crucial
parts so the lyrics would be more effective.
• Transitions were pretty hard too as we had
to get the timing effectively. Too long and it
would lose the shock, too quick would not
have any effect at all.
6. Camera Angles and
movement
• For the opening shot we used a birds-eye view of the victims as this
connotes vulnerability, which is what we wanted to achieve from the
very start.
• A medium close up was used on the victims in the second shot as well as
a close up of the stalker this was to create tension. As the stalker walks
past the victims go into a slight birds-eye view shot making them
automatically vulnerable and shows that the stalker is in power.
• In the third shot we see the male victim sitting obliviously looking at his
phone as the stalker walks by him in a long shot going after the female
victim. We used this shot to create a spine-chilling feel and to create an
eerie atmosphere for the audience. As the door closes the male victim
turns to look at the door implying he knows someone is there.
• For the next shot we used a hand held camera as the audience can see
from the stalkers point of view as she follows the first victim. The shot ends
in a close up of the females face just as she realises she is in danger. This
leads to a blackout to leave the audience in suspense to what has
happened to her.
7. Camera Angles and
movement
• In the next shot we see the females victims legs being dragged into
the elevator. The camera was lying on the floor in a long shot. This
was to make it more personal so the audience could feel more
involved.
• After this event there is a long shot of the stalker and a medium shot
of the victim. In this shot the stalker is behind a window of a door. This
connotes that the victim has no where to hide, he is trapped. At this
point the stalker has blood on her hands to put across to the
audience what she has done.
• This leads to a birds-eye view close up shot of a hand rail, therefore
showing the hand of the victim walking past and showing that he is
soon followed by the mysterious stalker. This creates dramatic irony
as the audience knows what the killer has done and he does not,
this also creates an eerie atmosphere.
• The next long shot shows the male victim walking out of the door
with the stalker closely following, this again creates tension as we are
anticipating on what is about to occur.
• We again see the victim from the stalkers eyes as he walks around
the corner. The victim then turns around and the camera pans down
to the floor. This creates an unnerving feeling as the audience don’t
know whether the stalker has been seen.
8. Camera Angles and
movement
• In a long shot you see the victim quicken his pace as he
walks around the corner knowing someone is following him.
Remaining in the long shot the stalker also quickens her
pace which leads to a chase sequence.
• Again using hand held we see the victim in the stalkers
eyes as he runs helplessly away from her. This produces a
panicking numbness for the audience. As the victim runs to
a dead end the camera shot changes to the victims point
of view and the stalker is revealed to be a female.
9. Digital Technology
Digital technology played a significant
role in the making of our moving image
project as we have had a lack of
professional technology our quality of
recording is not as specialised as we
would of hoped. However, all though we
don’t feel we have had experience in
moving image we feel we managed well
and made a successful piece of work.
10. Strengths and Weaknesses
Throughout the course of filming we found one of
our strengths was the amount of ideas we had.
Our actual planning was one of our weaknesses
therefore when it comes to our main project we
will ensure to know exactly what shots we will use
for what part of the sequence.
We had a lack of acting skills, so for our actual
project, we will learn from our mistakes and make
sure we get it right first time as it will save time and
make the film a lot more professional.
By the end of the project we feel we had gotten
used to the digital technology available.
11. “…in order to be successful in
advanced production we need to…”
ability
to plan and construct media
products using appropriate technical
and creative skills.
assess candidates’ application of
knowledge and understanding in
evaluating their own work, showing how
meanings and responses are created.
assess candidates’ ability to undertake,
apply and present appropriate
research.
