This document summarizes the opening sequence of the author's psychological horror film. The opening establishes the setting of a house through furnishings and low, draining music. It builds unease by showing a marble rolling on a table and falling to the floor. Shots include the marble's point of view as it rolls through the house, passing a porcelain doll and children's toys. Hints of danger are shown, like a book depicting a house fire. The sequence represents children through toys to create emotion and vulnerability without explicitly showing characters. It ends with the mother figure at the kitchen sink to further the unknown and set up the film's naïve character.
This proposal outlines a short horror film targeted at 16-18 year olds. It will feature teenagers exploring an abandoned building for a YouTube vlog, but one of them becomes separated and stalked by an unknown presence. The filmmaker has learned skills in video editing and camera operation in college. They will use a steadicam for first-person shots to heighten tension. Over five weeks, the filmmaker will conduct research, prepare a production schedule, shoot and edit the film, then screen it for evaluation.
The document discusses the process of creating a thriller film project for a media studies course. The author researched techniques used in kidnapping thriller films like Taken in order to authentically portray the genre. Inspiration was drawn from specific scenes and shots in films like Rabies and Hostage. The target audience for the film is males aged 18-30, and it explores themes of revenge and crime. Distribution options considered include YouTube and television due to the low budget. The author reflects on lessons learned about planning, shooting, editing, and overcoming challenges during the project.
The document provides details on the opening scene for a film called "Downcry" being produced by Bright Fame Productions. The opening scene will show a boy running through a wooded area in the opening shots and then flashback to earlier that morning showing him getting ready which establishes him as a seemingly normal teenager. It will get the audience's attention while leaving some mystery as to what events led to the boy running. The film aims to portray the troubles faced by teenagers in a run-down community through crime and other issues.
The document describes a movie opening created by the author for a class project. The movie has the working title "psycho-path" and explores the impact of bullying and lack of attention on a girl named Kate who isolates herself and talks to dolls. The plot involves Kate holding a boy named Jake captive. Making the movie helped the author learn new skills like editing and working with actors. Integrating technologies like YouTube tutorials, editing software, and blogs supported the project.
Sophie created a short opening scene for a thriller film inspired by the movie "Taken." She used conventions of the thriller genre like suspenseful music and quick cuts between shots to create a sense of danger. The film represents the target audience of 16-18 year olds through the clothes and age of the main character. Sophie believes the film would appeal to 20th Century Fox as a distributor since they have distributed similar thrillers in the past.
The document summarizes an opening sequence created for a psychological thriller film called "Destitute". The sequence introduces victims who appear scared and bruised in the back of a driver's isolated car at night. Questions are posed about what happened to the victims and why to build tension without revealing too much. Typical thriller conventions like an ominous musical score and expressionless "monster" driver are used to unsettle the audience.
The document provides feedback from an audience evaluation of a student's opening horror film sequence project. Viewers found the sequence effectively built suspense and tension. They wanted to continue watching to see what would happen next. However, some felt the music did not always fit well. The students learned from this experience and feedback that choosing music early in the process is important. Overall, the feedback was positive and helped the students improve their filmmaking skills.
- The document discusses a student film project about a stalker. It provides details about the characters, filming process, editing, and feedback received.
- Feedback was generally positive, though some noted the music did not always fit the scenes well. The goal of building tension and suspense through an ambiguous opening scene seemed successful.
- The student learned new skills in filming, editing, and improving quality between preliminary and final projects. Time management was identified as an area for further improvement.
This proposal outlines a short horror film targeted at 16-18 year olds. It will feature teenagers exploring an abandoned building for a YouTube vlog, but one of them becomes separated and stalked by an unknown presence. The filmmaker has learned skills in video editing and camera operation in college. They will use a steadicam for first-person shots to heighten tension. Over five weeks, the filmmaker will conduct research, prepare a production schedule, shoot and edit the film, then screen it for evaluation.
The document discusses the process of creating a thriller film project for a media studies course. The author researched techniques used in kidnapping thriller films like Taken in order to authentically portray the genre. Inspiration was drawn from specific scenes and shots in films like Rabies and Hostage. The target audience for the film is males aged 18-30, and it explores themes of revenge and crime. Distribution options considered include YouTube and television due to the low budget. The author reflects on lessons learned about planning, shooting, editing, and overcoming challenges during the project.
The document provides details on the opening scene for a film called "Downcry" being produced by Bright Fame Productions. The opening scene will show a boy running through a wooded area in the opening shots and then flashback to earlier that morning showing him getting ready which establishes him as a seemingly normal teenager. It will get the audience's attention while leaving some mystery as to what events led to the boy running. The film aims to portray the troubles faced by teenagers in a run-down community through crime and other issues.
The document describes a movie opening created by the author for a class project. The movie has the working title "psycho-path" and explores the impact of bullying and lack of attention on a girl named Kate who isolates herself and talks to dolls. The plot involves Kate holding a boy named Jake captive. Making the movie helped the author learn new skills like editing and working with actors. Integrating technologies like YouTube tutorials, editing software, and blogs supported the project.
Sophie created a short opening scene for a thriller film inspired by the movie "Taken." She used conventions of the thriller genre like suspenseful music and quick cuts between shots to create a sense of danger. The film represents the target audience of 16-18 year olds through the clothes and age of the main character. Sophie believes the film would appeal to 20th Century Fox as a distributor since they have distributed similar thrillers in the past.
The document summarizes an opening sequence created for a psychological thriller film called "Destitute". The sequence introduces victims who appear scared and bruised in the back of a driver's isolated car at night. Questions are posed about what happened to the victims and why to build tension without revealing too much. Typical thriller conventions like an ominous musical score and expressionless "monster" driver are used to unsettle the audience.
The document provides feedback from an audience evaluation of a student's opening horror film sequence project. Viewers found the sequence effectively built suspense and tension. They wanted to continue watching to see what would happen next. However, some felt the music did not always fit well. The students learned from this experience and feedback that choosing music early in the process is important. Overall, the feedback was positive and helped the students improve their filmmaking skills.
- The document discusses a student film project about a stalker. It provides details about the characters, filming process, editing, and feedback received.
- Feedback was generally positive, though some noted the music did not always fit the scenes well. The goal of building tension and suspense through an ambiguous opening scene seemed successful.
- The student learned new skills in filming, editing, and improving quality between preliminary and final projects. Time management was identified as an area for further improvement.
1) The document discusses several legal and ethical constraints that affected the production of a documentary, including copyright, consent, privacy, libel, trespassing.
2) To avoid copyright issues, the producer filmed their own cutaways and music videos rather than using content from YouTube. They also included copyright notices for any archived footage.
3) Consent forms were used for interviews and permission was obtained before filming anyone. Questions were reviewed to avoid privacy or comfort issues.
4) Care was taken to avoid libelous claims or inappropriate use of people's images.
5) Permission was obtained to film at locations and the producer did not trespass anywhere without consent.
The document discusses how the filmmaker gathered audience feedback throughout the filmmaking process to help shape and improve their thriller film. They conducted initial questionnaires to understand audience preferences for certain elements like protagonists, locations, and themes. They then incorporated this feedback into their story and filming. Throughout editing, the filmmaker shared cuts with their audience and incorporated their suggestions, like adding music to build tension, fading it more smoothly, and using different music pieces. This iterative process helped the filmmaker create a film that better matched their audience's expectations and engaged them.
Creative critical reflection - CIE FINAL PORTFOLIOYusra Alam
The document discusses a student's media studies project on creating a mystery film titled "MOTIVE?". It summarizes the key conventions of the mystery genre used in the film's opening sequence, such as hiding the protagonist's identity. It also describes the use of lighting, props, music and settings common to mystery films. The student analyzes how the opening scenes portray different social classes and address issues like kidnapping, drug use, and invasion of privacy. Influences from TV shows and films are cited. Marketing and distribution plans are outlined, and lessons learned from pre-production are discussed.
Danielle chose to create a film opening sequence for her media project instead of a magazine to challenge herself more. She worked independently to push herself further without relying on others. Working alone allowed her flexibility to film whenever she wanted. Through this project, she learned new filmmaking and editing software. Her film was inspired by romantic thrillers and includes elements like flashbacks and music to attract both female and male audiences.
This document summarizes the filmmaker's work plan for their short film. It includes details on the filming schedule, cast and crew, locations, and potential issues. Milestones and tasks are color coded on the work plan. Filming will be completed by March 8th and the film released later that month. The cast will include the filmmaker's brother and neighbor as the main characters. Permission slips have been made for the underage actors. Backup equipment and plans are in place in case of technical issues or other problems that arise.
The document provides an evaluation of the production process for a short horror film. It discusses conducting research and surveys to understand the target audience which was mostly male. Jump scares were identified as something that would appeal to the audience. During planning and filming, inspiration was drawn from the styles of Insidious and Candyman in terms of mood, music and use of mirrors. Peer feedback praised the cohesive storytelling and soundtrack but noted some unnecessary scenes and lack of resolution. Room for improvement includes lighting, focus, sound effects and tightening the storyline. Overall the producer is proud of their first film but feels it could be improved with more time and experience.
In what ways does your media product use, develop or challenge forms and conv...jenjen23_92
The document discusses how the media product utilizes, develops, and challenges conventions of short films and thriller/stalker genres. It utilizes conventions such as having a male stalker/kidnapper, using a warehouse setting for confrontation, and including suspenseful moments. It develops conventions by having a clear story structure unlike many short films, focusing solely on two main characters rather than extras, and having a sad tone rather than happy ending. It challenges conventions by having no dialogue, leaving parts of the story ambiguous, and not showing the initial struggle between characters.
This document summarizes the stages of planning, research, and preparation for a student film project with restrictions of being 60 seconds and including the phrase "That wasn't supposed to happen" and a clock or watch. Over several weeks, the student learned key film terminology, analyzed example films for inspiration, developed their own idea to fit the criteria, created storyboards and mood boards, conducted audience research through surveys, and reviewed similar films for technical inspiration. This extensive planning process allowed the student to thoughtfully develop their film concept in line with the goals and audience while preparing the necessary filmmaking skills and knowledge.
The document discusses feedback from a survey about creating a music video. Key points:
- Respondents preferred a video with more of a narrative than a performance focus.
- Feedback was mixed on including a performer. The creator considered having characters break the fourth wall.
- The video should include themes of love, isolation, teen rebellion, and escapism to make it relatable.
- Characters will each have their own problems but find escapism at the end.
The student created a horror film project with two classmates about a stalker. They received feedback that the music did not fit well and they rushed parts of the project. The student learned new filming and editing skills through making the project but feels they could have improved it with more organization and effort.
The document proposes a horror movie trailer project aimed at teenagers 15 and over of both genders from working-class backgrounds who enjoy horror and supernatural genres. Over 8 weeks, the project will involve researching similar trailers, experimenting with shots and editing, pre-production planning, filming scenes, editing, adding audio/music, and evaluating the final product. Sources to be referenced include survey and interview feedback on target audiences, trailers from films like The Conjuring and IT, and articles on filmmaking techniques from directors like Hitchcock.
The document contains evaluation questions for a media product titled "Arctophilia", which is described as a psychological thriller film. The summary focuses on key details about the film and title sequence:
1) The film follows a former investigator who gets drawn back into investigating a serial killer who targets children. The title sequence focuses solely on the antagonist and mysterious elements surrounding him like teddy bears representing victims.
2) Technologies like camera angles, lighting, editing, effects and sound were used to build tension and mystery in the title sequence filmed in a school setting.
3) The protagonist learned valuable skills in areas like camerawork, sound design, and video editing to construct the media product. Planning and preparation were also
The document discusses the effectiveness of combining a short film with ancillary texts, including a magazine review and radio trailer. The filmmaker believes the review and film complement each other well through the use of screenshots and descriptions of important elements. A test audience found the review accurately portrayed the film. The radio trailer uses a child's voice and extracts from the film's music and sounds to represent the silent film. While 84% of test viewers found the trailer accurately portrayed the film, some disconnect is expected between the formats. Overall, the combination of products was deemed successful at reaching wider audiences through different media.
The document discusses the process of creating a horror film for a class project. It begins by outlining how the film follows some common horror conventions like using silence and music to build tension. It then describes some of the less conventional aspects, like filming at night with ambient noise. The document reflects on lessons learned from creating a preliminary project and improving upon it for the final film, particularly in planning shots, exploring different techniques, and taking more time to edit professionally. Overall, the author feels they gained valuable experience and learning about filmmaking and technology through completing this project.
Creative critical reflection of the final project by Aribah ImtiazAribah Imtiaz
Aribah Imtiaz created a romantic comedy movie opening to fulfill a school assignment. She conducted a survey to determine which genre would appeal to the most people in her apartment building. Most respondents said they preferred romance, comedy, and movies about social issues. She chose to make a romantic comedy addressing cheating in relationships. Imtiaz faced challenges finding locations, coordinating her cast's schedules, and editing, but learned valuable lessons about filmmaking through the process. She integrated various software, hardware, and online platforms to complete the project.
The document discusses the results of a questionnaire about movie preferences. It notes that the questionnaire had equal numbers of each gender and age to avoid bias. It was surprising that romance films were favored overall, even by some boys. The most commonly chosen film was Shakespeare in Love. The document discusses analyzing trailers and posters of popular romance films to inform the creation of a school project about marketing a film. Key aspects like title placement and credit details that stuck with viewers are noted.
The document provides guidance for structuring a response to stage 1 of a production project. It instructs the user to add slides and illustrations as needed when responding. The response should include initial ideas, the final chosen idea, where the idea came from, research on the target audience and appropriate content, and research on potential production techniques.
This document provides feedback from test viewers of a film opening about an autistic teenage boy. Around 10 people viewed the opening and completed a questionnaire. Their responses were overall positive, with most agreeing the opening was appropriate for a 12 rating and finding the sped-up math scene most effective. However, some noted the lighting was too bright and the main character's face was cut off in one shot. The filmmaker learns about technologies used and received both positive and negative feedback on camera qualities.
This document discusses the opening title sequence of the filmmaker's horror film project. Some key points:
1) The opening sequence is meant to be non-linear and throw the audience straight into the action without explanation to intrigue them.
2) It introduces one main character who plays two roles, shown through two different settings - a dark cellar and daylight outside.
3) The sequence aims to set the horror genre through scary music, dark atmosphere, and shocking images while also representing the main character's Catholic background.
4) It is meant to attract horror fanatics ages 15 and older by shocking them early on and including relatable teenage characters. Close-up shots are used to convey facial expressions
The document provides instructions for structuring a response to stage 1 of a production management project. It instructs the user to add slides and illustrations as needed when responding. The response should include initial ideas, research on the target audience, available resources and constraints, as well as considerations for managing the project.
The document provides an analysis and evaluation of Declan McKenna's thriller opening sequence titled "Cry for Help." It summarizes the techniques used in the opening, including hiding the characters' faces initially to build mystery, using handheld camera shots to build tension, and including a character looking in a mirror to reflect on events. It discusses how these techniques draw from conventions of real thriller films. Audience feedback was positive, describing the opening as dramatic and tense, finding the soundtrack appropriate, and agreeing the opening established tension and did not remind them of any specific film. Overall, 95% of the audience felt the opening was successful as a thriller.
The document summarizes a student's media studies project creating an opening sequence for a thriller film. It discusses how the student used conventions of the thriller genre like building suspense through music, camera shots, and an anonymous character. It evaluates how the sequence represents teenagers and could be distributed on TV. Focus groups found the setting and characters appropriate and the sequence effective at drawing them in. The student learned about using video cameras, iMovie, and gaining understanding of media techniques.
1) The document discusses several legal and ethical constraints that affected the production of a documentary, including copyright, consent, privacy, libel, trespassing.
2) To avoid copyright issues, the producer filmed their own cutaways and music videos rather than using content from YouTube. They also included copyright notices for any archived footage.
3) Consent forms were used for interviews and permission was obtained before filming anyone. Questions were reviewed to avoid privacy or comfort issues.
4) Care was taken to avoid libelous claims or inappropriate use of people's images.
5) Permission was obtained to film at locations and the producer did not trespass anywhere without consent.
The document discusses how the filmmaker gathered audience feedback throughout the filmmaking process to help shape and improve their thriller film. They conducted initial questionnaires to understand audience preferences for certain elements like protagonists, locations, and themes. They then incorporated this feedback into their story and filming. Throughout editing, the filmmaker shared cuts with their audience and incorporated their suggestions, like adding music to build tension, fading it more smoothly, and using different music pieces. This iterative process helped the filmmaker create a film that better matched their audience's expectations and engaged them.
Creative critical reflection - CIE FINAL PORTFOLIOYusra Alam
The document discusses a student's media studies project on creating a mystery film titled "MOTIVE?". It summarizes the key conventions of the mystery genre used in the film's opening sequence, such as hiding the protagonist's identity. It also describes the use of lighting, props, music and settings common to mystery films. The student analyzes how the opening scenes portray different social classes and address issues like kidnapping, drug use, and invasion of privacy. Influences from TV shows and films are cited. Marketing and distribution plans are outlined, and lessons learned from pre-production are discussed.
Danielle chose to create a film opening sequence for her media project instead of a magazine to challenge herself more. She worked independently to push herself further without relying on others. Working alone allowed her flexibility to film whenever she wanted. Through this project, she learned new filmmaking and editing software. Her film was inspired by romantic thrillers and includes elements like flashbacks and music to attract both female and male audiences.
This document summarizes the filmmaker's work plan for their short film. It includes details on the filming schedule, cast and crew, locations, and potential issues. Milestones and tasks are color coded on the work plan. Filming will be completed by March 8th and the film released later that month. The cast will include the filmmaker's brother and neighbor as the main characters. Permission slips have been made for the underage actors. Backup equipment and plans are in place in case of technical issues or other problems that arise.
The document provides an evaluation of the production process for a short horror film. It discusses conducting research and surveys to understand the target audience which was mostly male. Jump scares were identified as something that would appeal to the audience. During planning and filming, inspiration was drawn from the styles of Insidious and Candyman in terms of mood, music and use of mirrors. Peer feedback praised the cohesive storytelling and soundtrack but noted some unnecessary scenes and lack of resolution. Room for improvement includes lighting, focus, sound effects and tightening the storyline. Overall the producer is proud of their first film but feels it could be improved with more time and experience.
In what ways does your media product use, develop or challenge forms and conv...jenjen23_92
The document discusses how the media product utilizes, develops, and challenges conventions of short films and thriller/stalker genres. It utilizes conventions such as having a male stalker/kidnapper, using a warehouse setting for confrontation, and including suspenseful moments. It develops conventions by having a clear story structure unlike many short films, focusing solely on two main characters rather than extras, and having a sad tone rather than happy ending. It challenges conventions by having no dialogue, leaving parts of the story ambiguous, and not showing the initial struggle between characters.
This document summarizes the stages of planning, research, and preparation for a student film project with restrictions of being 60 seconds and including the phrase "That wasn't supposed to happen" and a clock or watch. Over several weeks, the student learned key film terminology, analyzed example films for inspiration, developed their own idea to fit the criteria, created storyboards and mood boards, conducted audience research through surveys, and reviewed similar films for technical inspiration. This extensive planning process allowed the student to thoughtfully develop their film concept in line with the goals and audience while preparing the necessary filmmaking skills and knowledge.
The document discusses feedback from a survey about creating a music video. Key points:
- Respondents preferred a video with more of a narrative than a performance focus.
- Feedback was mixed on including a performer. The creator considered having characters break the fourth wall.
- The video should include themes of love, isolation, teen rebellion, and escapism to make it relatable.
- Characters will each have their own problems but find escapism at the end.
The student created a horror film project with two classmates about a stalker. They received feedback that the music did not fit well and they rushed parts of the project. The student learned new filming and editing skills through making the project but feels they could have improved it with more organization and effort.
The document proposes a horror movie trailer project aimed at teenagers 15 and over of both genders from working-class backgrounds who enjoy horror and supernatural genres. Over 8 weeks, the project will involve researching similar trailers, experimenting with shots and editing, pre-production planning, filming scenes, editing, adding audio/music, and evaluating the final product. Sources to be referenced include survey and interview feedback on target audiences, trailers from films like The Conjuring and IT, and articles on filmmaking techniques from directors like Hitchcock.
The document contains evaluation questions for a media product titled "Arctophilia", which is described as a psychological thriller film. The summary focuses on key details about the film and title sequence:
1) The film follows a former investigator who gets drawn back into investigating a serial killer who targets children. The title sequence focuses solely on the antagonist and mysterious elements surrounding him like teddy bears representing victims.
2) Technologies like camera angles, lighting, editing, effects and sound were used to build tension and mystery in the title sequence filmed in a school setting.
3) The protagonist learned valuable skills in areas like camerawork, sound design, and video editing to construct the media product. Planning and preparation were also
The document discusses the effectiveness of combining a short film with ancillary texts, including a magazine review and radio trailer. The filmmaker believes the review and film complement each other well through the use of screenshots and descriptions of important elements. A test audience found the review accurately portrayed the film. The radio trailer uses a child's voice and extracts from the film's music and sounds to represent the silent film. While 84% of test viewers found the trailer accurately portrayed the film, some disconnect is expected between the formats. Overall, the combination of products was deemed successful at reaching wider audiences through different media.
The document discusses the process of creating a horror film for a class project. It begins by outlining how the film follows some common horror conventions like using silence and music to build tension. It then describes some of the less conventional aspects, like filming at night with ambient noise. The document reflects on lessons learned from creating a preliminary project and improving upon it for the final film, particularly in planning shots, exploring different techniques, and taking more time to edit professionally. Overall, the author feels they gained valuable experience and learning about filmmaking and technology through completing this project.
Creative critical reflection of the final project by Aribah ImtiazAribah Imtiaz
Aribah Imtiaz created a romantic comedy movie opening to fulfill a school assignment. She conducted a survey to determine which genre would appeal to the most people in her apartment building. Most respondents said they preferred romance, comedy, and movies about social issues. She chose to make a romantic comedy addressing cheating in relationships. Imtiaz faced challenges finding locations, coordinating her cast's schedules, and editing, but learned valuable lessons about filmmaking through the process. She integrated various software, hardware, and online platforms to complete the project.
The document discusses the results of a questionnaire about movie preferences. It notes that the questionnaire had equal numbers of each gender and age to avoid bias. It was surprising that romance films were favored overall, even by some boys. The most commonly chosen film was Shakespeare in Love. The document discusses analyzing trailers and posters of popular romance films to inform the creation of a school project about marketing a film. Key aspects like title placement and credit details that stuck with viewers are noted.
The document provides guidance for structuring a response to stage 1 of a production project. It instructs the user to add slides and illustrations as needed when responding. The response should include initial ideas, the final chosen idea, where the idea came from, research on the target audience and appropriate content, and research on potential production techniques.
This document provides feedback from test viewers of a film opening about an autistic teenage boy. Around 10 people viewed the opening and completed a questionnaire. Their responses were overall positive, with most agreeing the opening was appropriate for a 12 rating and finding the sped-up math scene most effective. However, some noted the lighting was too bright and the main character's face was cut off in one shot. The filmmaker learns about technologies used and received both positive and negative feedback on camera qualities.
This document discusses the opening title sequence of the filmmaker's horror film project. Some key points:
1) The opening sequence is meant to be non-linear and throw the audience straight into the action without explanation to intrigue them.
2) It introduces one main character who plays two roles, shown through two different settings - a dark cellar and daylight outside.
3) The sequence aims to set the horror genre through scary music, dark atmosphere, and shocking images while also representing the main character's Catholic background.
4) It is meant to attract horror fanatics ages 15 and older by shocking them early on and including relatable teenage characters. Close-up shots are used to convey facial expressions
The document provides instructions for structuring a response to stage 1 of a production management project. It instructs the user to add slides and illustrations as needed when responding. The response should include initial ideas, research on the target audience, available resources and constraints, as well as considerations for managing the project.
The document provides an analysis and evaluation of Declan McKenna's thriller opening sequence titled "Cry for Help." It summarizes the techniques used in the opening, including hiding the characters' faces initially to build mystery, using handheld camera shots to build tension, and including a character looking in a mirror to reflect on events. It discusses how these techniques draw from conventions of real thriller films. Audience feedback was positive, describing the opening as dramatic and tense, finding the soundtrack appropriate, and agreeing the opening established tension and did not remind them of any specific film. Overall, 95% of the audience felt the opening was successful as a thriller.
The document summarizes a student's media studies project creating an opening sequence for a thriller film. It discusses how the student used conventions of the thriller genre like building suspense through music, camera shots, and an anonymous character. It evaluates how the sequence represents teenagers and could be distributed on TV. Focus groups found the setting and characters appropriate and the sequence effective at drawing them in. The student learned about using video cameras, iMovie, and gaining understanding of media techniques.
The document evaluates Lucas Foyen's opening sequence for his film "Troubled Minds". It analyzes how the sequence uses conventions of drama genre like font, settings, and shots to convey a dark, gloomy feeling and make the main character Lucas seem small and insignificant. It also discusses similarities between "Troubled Minds" and the film "Ill Manors" in their portrayal of drugs and downward spirals. The document considers options for distribution, like Netflix, and emphasizes learning from both successes and failures in the filmmaking process.
Creative Critical Reflection - The Comedownsabika98
The film "The Comedown" is a 2-minute short film about a teenager named Hamza Khan who feels immense pressure from his family and coaches to succeed in basketball. The film explores how this pressure leads to Hamza turning to drugs and the potential downfall of his basketball career, which he is passionate about. The film aims to portray that true happiness, not the happiness of others, is key to success. The film leaves Hamza's ultimate fate ambiguous. Through this film, the creator aimed to both use and challenge conventions of drama films and represent the social issues of drug abuse and parental pressure faced by teenagers.
As media evaluation of media film opening productHarryRebbeck
The document discusses a student group's thriller film project where they aimed to both challenge and follow genre conventions. They challenged conventions through unconventional lighting and color in the opening sequence. They followed conventions through camera movements that created tension. The group represented teenagers as irresponsible through a character who acts as a "ring leader" without considering consequences. Through the project, the student learned about filmmaking techniques, the process of film distribution, and gained knowledge on shots, sounds, and rules to construct an effective opening sequence.
- Males under 18 did not watch horror films as much as females under 18, with paranormal activity being most popular for males ages 30-44 and females of the same age.
- Cliffhangers and comedy horrors are favored by the target audience.
- The target audience is 15-25 year olds and some older groups may also be interested.
- The film will likely be rated 12A due to some disturbing scenes.
- Research into production techniques from films like Lights Out and Closet Space will help inform the filmmaking approach.
- Time, weather, budget, and location constraints at the college will require careful
- Males under 18 did not watch horror films as much as females under 18, with paranormal activity being most popular for males ages 30-44 and females of similar ages.
- Cliffhangers and comedy horrors are favored by the target audience.
- The target audience is 15-25 year olds and some older groups may also be interested.
- The film will likely be rated 12A due to some disturbing scenes.
- Research into production techniques from films like Lights Out and Closet Space will help inform the filmmaking approach.
- Time, weather, budget, and location constraints at the college will require careful planning
The document discusses research conducted for a horror film project. It describes the questions asked in a survey to understand audiences' preferences regarding gender, age, film techniques/storylines. It also asked about favorite and disliked films to understand what audiences like and dislike. Research found the main target audience is 16-24 year olds, appealing to both genders. Locations, equipment issues, weather, and personnel conflicts could pose constraints on the production.
This document summarizes the student's media film project. The student produced a thriller film that developed conventions of the genre such as a crime narrative plot and suspenseful music. It challenged some conventions by shooting scenes in daylight and keeping the music consistent during an action scene. The film represented teenagers dealing with problematic issues like drug dealing. It would be suitable for distribution on platforms like Film4 and Channel4 since it appeals to a diverse audience and was produced by young talents. The target age group of 15-18 years old was chosen as research found thrillers popular with this demographic. The student addressed the audience through an engaging plot, suspense, and fulfilling aspects they identified teens enjoy in thrillers through research and a focus group.
The document discusses an opening sequence created for a psychological thriller film called "Destitute". The sequence introduces victims who appear scared and bruised in an isolated location at night. It poses questions about what happened without providing many clear answers, in order to surprise the audience. Typical thriller conventions like scary music and expressionless characters are used. The sequence was inspired by the openings of "Texas Chainsaw Massacre" and "Silence of the Lambs".
The document is a portfolio summarizing a student's media studies foundation project creating a horror film opening sequence. The student analyzed conventions of the horror genre and ensured their sequence included common elements like isolated settings, scary music, and victims. They also challenged conventions by having the male character as the first victim rather than protector. The student learned about filming techniques, editing software, and technologies for sharing their work online during the process.
The document discusses conventions in horror films and how the author's media product incorporates these conventions. Specifically, it discusses how the opening scene includes conventions like low key lighting, victims, villains, and leaves the audience with an enigma. Feedback was collected from audiences who viewed the opening scene and found it created tension. The product represents victims and criminals through stereotypes like the innocent blond female victim and hooded assailant. Both male and female characters could be victims, challenging stereotypes. Potential distributors of the product include producers of films like Kidulthood that depict social lifestyles. The intended audience is teens and older.
The student created a horror film opening sequence as a media product that fulfills many horror film conventions. The sequence introduces a female victim character who fits the stereotype of a "dumb blonde". It also briefly shows a hooded assailant character who fits the criminal stereotype. The sequence leaves the audience with an enigma by cutting to black after the female screams, challenging expectations of gender roles. The student learned about film technologies like lighting and editing in creating the sequence.
The document summarizes the student's research and experiments for their horror film project. According to secondary research, horror films are most popular with 16-18 year olds. However, the student's primary research with classmates found they preferred action films. The student decided on a 15 rating and targeting 16-17 year olds. They experimented with camera shots, sound editing, and microphones. Organizing production is challenging due to scheduling conflicts. Location scouting also poses difficulties in finding an appropriate abandoned site.
Tom Batty conducted research and experiments for his short film project. Through a survey of his target audience, he learned that people enjoy dark comedy in horror films. He analyzed popular horror films to see what elements were successful, such as R-rated content in films appealing to teens. For his short film, he believes a 12A rating is suitable. He explored potential production techniques from films like The Dark Knight, Django Unchained, and Lord of the Rings. In camera experiments with classmates, he practiced shooting techniques but found planning locations in advance would help.
This proposal outlines George Wetton's filmmaking media project (FMP) titled "The Target Zone: Blood Moon". The project will include promotional materials like trailers, posters, a magazine cover story, and DVD cover for an excerpt from George's horror detective book. The content will be aimed at a 16-24 male audience and explore themes of prejudice set in 1980s England. Over 7 weeks, George will complete contextual research, product research, a proposal, pre-production experiments, and pre-production planning to create the promotional materials for his FMP excerpt. He outlines the tasks he will complete each week to prepare for the project's production and promotion.
New media technologies used included a Dell PC, iPhone 5s camera app, video camera, and Sony Vegas editing software. To learn the technologies, the students joined with another group to practice filming skills and editing a preliminary task. For their main product, they researched Rihanna and music video directors through in-depth background reading. Planning involved organizing filming days and costumes. Editing in Sony Vegas put the official song in the clips and synced lip syncing, though quality degraded after YouTube upload. Technologies also included WordPress for blogging, YouTube for uploading, and SlideShare for presentations.
The document discusses selecting outfits for a music video about a breakup. Several outfit options were considered but deemed unrealistic or lacking in "star appeal". These included a slip dress, everyday clothes, and sleepwear. Eventually, jeans and a t-shirt with plain heels were selected as being realistic for a breakup while still maintaining some glamour. The outfit was tested on set and looked good, representing both casualness and star appeal.
The song "Hate That I Love You" describes a tumultuous relationship where both the singer (Rihanna) and her partner (Ne-Yo) express that they hate how much they love each other. While they fight and hurt each other, their strong love means they cannot stay mad at each other and cannot let each other go. The song uses repetition to emphasize how much the two people in the relationship love each other despite also hating the way that love makes them act.
The document discusses several album covers and design elements. It notes that Rihanna's album cover features her iconic "R" signature instead of her name, making it recognizable as hers due to her fame. Rita Ora's first album cover features her name prominently to introduce her as a new artist. Elements like eye-catching colors, recognizable photos of the artist, and titles featuring the artist's name are discussed as important for grabbing attention and identifying the artist.
Andrew Goodwin identified 5 key aspects of successful music videos:
1) Thought beats - the ability to visualize the structure and sound of the song in one's mind.
2) Narrative and performance - a music video should take an unconventional approach to the narrative rather than following common interpretations of the song.
3) Star image - an artist's public persona or image that helps build and maintain fans.
4) Relation of visuals to song - visuals can illustrate the meaning of the song but an established artist's strong image allows more artistic freedom.
5) Technical aspects - Elements like camerawork, lighting, editing, and mise-en-scene that contribute to the video's overall
Lyrics interpretation - hate that i love you by Rihannadarcie_
The song describes a tumultuous relationship where both partners hate how much they love each other. They contradict themselves by saying they can't stand each other but also can't stay mad at each other. Each verse describes one person's perspective, and they echo each other's words, as if having a conversation. Though the relationship is unhealthy and they hurt each other, they can't break away from the powerful love they feel.
2. Inwhatwaysdoesyouropeningsequenceuse,developor
challengeformsandconventionsofreallifeopening
sequences?
Opening sequences are a way to establish the scene before the film first starts. So
for example in North by North west there are various establishing shots that
shows the film is set in a busy city in America. Using the rule of thirds you can see
that in the bottom half it is just filled with busy people with a place to be. Then
on the far right you can see the American flag. Whilst the whole top two sections
are filled with buildings. This is a way to show the viewers where the film is set.
Also the genre is established as well you can tell by the music that it is fast and
high pitched showing the film will be some what like an action. Whereas in my
film the setting is a house, you can tell this by the furnishings and the music also
sets the scene of a genre as the music is low and draining. Also the idea that my
film contains mostly medium and close shots scare the viewers as they will be
scared of the unknown as they will not be able to see what else should be in shot.
A shot from North By Northwest opening titles. A shot from the opening in my film.
3. Within my opening titles I have no characters. The characters are shown
through objects. For example the marble represents the evil within the film. The
child’s toys represent the victim. I decided to use children’s toys instead of a
child because the toys show emptiness as there is no child there. Also the toys
show the child's vulnerability. Conventions of a film opening do not normally
give much a way in the way of plot and characters.
My opening is simple, I didn’t want to complex it so much that it turned out like
a trailer. In the end of the sequence I have a selection of child’s toys, this is the
characterisation of the sequence. It shows the child’s character but through an
object. They show the child’s innocence. When the marble finally rolls into the
toys it shows the child’s vulnerability. As the marble represents the evil and the
toys represent the child. Therefore this still ties in with typical conventions of a
psychological horror as in my research and planning I had found various films
that include a child or an object that relate to a child in some way.
A shot from the film
I made showing
children's toys
4. My opening sequence starts with the titles, then fades into a scene with a marble
on a dining room table. The curtains start blowing on their own, this already
creates a sense of unease. Then the marble starts to roll on the table then falls off.
Whilst this is going on there is music of children singing, this is a typical cliché of
horror films. Then after seeing the marble fall onto the floor you get to see the
‘Journey’ of the marble. The sounds along with this include the screeching of the
marble on the floor this was created by scratching a glass bottle on my desk. Then
the marble is out of shot and you see the marble from its point of view on the
journey. This is where the journey Is bumpy and even as it isn’t totally smooth. You
then see a birds eye view shot of the marble rolling along a corridor. Then you see
a porcelain doll, the camera zooms in and out around the doll. The doll is a clue
that there are some little children living in the house. The point of view shot then
continues. You then see the marble roll around a corner then you see some
children's toys on the floor. You hear a crackling fire and then the camera zooms in
on a book that has a house fire on a page. This hints that there is danger involved
in the film. From what I have done, I have attempted to put a fear into who’s
watching and create anxious moments.
5. Howdoesyouropeningsequencerepresentparticularsocial
groups?
In my opening sequence I have purposely steered away from introducing any
characters as I want the viewers to be scared of the unknown as they do not
know exactly what is happening. Therefore I have dropped hints within my
sequence to show that there are children involved by showing toys, having
children is also a way to create emotion because as children need protecting and
they are vulnerable to anything. I did add an extra scene onto the end of my
opening sequence to make it look as if the film is starting properly, and in this I
did have my step-mum standing at the kitchen sink washing up. Although I only
got a medium shot of her body from the hands down to the floor, I didn’t want to
show her face yet as it’s the theory of scared of the unknown. However from this
we can tell she is a motherly figure as she is in slippers and from the dialogue. To
create the dialogue I used a voice recorder and I spoke. From the dialogue you
can tell the woman in the film is a mother as she is speaking firmly to a child in
the next room about playing, however only we know as the audience that it isn’t
the child playing with the marble. Therefore this show's the naïve mother
unaware of the danger in her home.
6. Whatkindofmediainstitutionmightdistributeyourmedia
product?
I have been looking at a range of production companies. I have been looking at
twisted picture, they are an independent production company that creates films
mainly for the horror genre. The saw films were all produced by twisted pictures
and the latest film Texas Chainsaw Massacre in 3D was produced by them. As
there only genre is horror they will enjoy fairly most of the films this company
brings out as it is the genre they enjoy – therefore this is important that twisted
pictures don’t bring out different genres of film for example like a romantic
comedy as they can loose there audience and ruin the company's image. The
production company that would distribute my product I would choose vertigo
films as they are the leading British independent film production and distribution
company. I wouldn’t choose someone like warner bro’s because their company is
far to big for a low budget film like mine. Vertigo films have produced films of all
different genres such as Street dance, The inbetweeners movie, The king’s speech
and ‘The children’.
7. Whowouldbetheaudienceforyouropeningsequence?
My target audience will be 15-20 year olds. Making my film classification that of a 15.
Meaning that according to the British Board of Film Classification (www.bbfc.co.uk) my
film cannot contain any of the following:
• References to sex
• Sexual nudity
• Brief scenes of sexual violence
• Drug taking
• No gory images, nothing to extreme/graphic
• No detail into self/harming or suicide
These are precaution measures as 15 year olds will look up to what they see and try to
copy. For example seeing someone taking recreational drugs and enjoying the effects,
can lead a teenager to want to try and do that to. Bringing my certificate down is
always a good thing as it opens up more potential customers at the cinema for
example, as more people can go see the film and buy it on DVD legally. The no gory
images side doesn’t affect my film at all because I do not intent to use gore like a Body
horror or slasher film would. I want to keep the fear and horror side purely
psychological (hence the psychological genre).
8. Also knowing my audience has helped with my market research as I posted a video
on my blog as I was researching asking children from my school (age roughly 15-
17) about what they would expect to see and want to see in a psychological
horror.
This has helped me a huge amount in creating my product as I know what my
target audience will want to see meaning I can make the film to the best of my
ability for them so that they enjoy it.
For example, I don’t want to be adding ideas into my film that a 40 year old would
enjoy when my film is not aimed at the particular age grouping.
9. Howdidyouattract/addressyouraudience?
As I mentioned In the previous slide, I addressed my audience by asking questions
to the age group I have been targeting the film at – 15 up to 20 year olds. I have
gathered from that research that this age group expects to see realistic settings
within a psychological horror, this is something that I have gone along with. I
haven’t changed my original setting which was my house. Also I did give out
questionnaires at the very start of the research and planning that contained the
same questions as the video questionnaire I posted on youtube.com. I think it is
very important to attract your audience as you can make big mistakes in including
something they don’t want to see, or missing something out that they want to
see. Also attracting your audience can get them interested in the film. As an
example, being stopped in the city centre to answer some questions on an idea
for a product someone is thinking of bringing into the market, will make you want
to keep up to date with that product to see if any of your ideas have been heard
of and used.
Another way I attracted my audience was to constantly keep my friends (who are
the age group in which I am targeting) up to date with my film, I asked them to
watch the film numerous times and advice me on what they think of it, it really
helped having this moral support as when they felt something was out or place or
didn’t flow correctly they would tell me and that gave me an opportunity to try
and perfect my product.
10. A key thing I also done was to ask my family members to watch the film without
telling them anything about it and tell me what they thought about it. My older
brothers and sisters who fit in the 15-20 year old age gap and just a few years
above correctly told me the genre and what the film could possibly be about.
Although my younger brother of 8 year of age could not tell me correctly, he
guessed it was a comedy as its stupid that a marble is moving on its own. This
doesn’t worry me what he though as I haven’t targeted my media product at his
age and also tells me that I shouldn’t target at his age group because they do not
understand the myths of todays world about spirits as he is to young, but it does
make me confident in knowing my older brothers and sisters confirmed what my
idea was without me having to tell them!
11. Whathaveyoulearntabouttechnologiesfromtheprocessof
constructingtheproduct?
Looking back a year ago today, I have learnt so much through this project. Firstly, I
have learnt how to use programmes on the computer such as coral video studio this
is the programme that I used to edit my filming. I didn’t want to use the schools
sony vegas as I wanted to work a lot from home on my product and focus on theory
within lesson time. Therefore as my dad had brought the software a while back I
taught myself how to install it on my laptop(that took time) and messed around
with it a bit and finally got to grips with it. Also I used sony vegas during my GCSE
media studies and I found the programme and the school computers froze a lot and
therefore I lost work from where I had forgot to save. However with the programme
I used, It ran smoothly and was good to use once you got to understand how to use
different tools. With this I was able to use the monochrome effect on my filming. I
added this during editing. I was able to film in monochrome if I wanted to but I was
still unsure at the time whether I wanted it in monochrome or not, therefore added
it during editing. I have also learnt about the different options that can be seen on a
DVD, for example extras like the directors commentary. I have also learnt about
different sounds for example non-diagetic sound that is sound that has been added
to filming during editing. I have also learnt about diagetic sound that is the original
sound that was present during filming. Also alongside this I learnt about the
different camera angles, such as birds eye view and point of view shots and what
they can represent if used correctly.
12. I learnt that using different camera angles can have effects as well, a high angle shot
is when the camera is looking at the subject from above, this can make the subject
seem less powerful whereas a low angle shot that sees the subject from below, can
make the subject look as if they have power. Here are some examples of this:
Source: http://www.jupiterimages.com/
Source: http://www.featurepics.com
As you can see the high
angle shot makes the
dog look venerable and
less powerful than the
bird.
Here you can see how
the low angle shot
makes the bird look
powerful.
13. Lookingbackatyourpreliminarytask,whatdoyoufeelyou
havelearntintheprogressionfromittothefullproduct?
When I made my preliminary task video, I didn’t take into account things such as
lighting and how to get filming done quickly. If I knew now what I knew then It
would of taken me less time to film the preliminary, I would plan what my locations
and film shots when I am in that location instead of filming in the sequence of the
scene. In the preliminary task shots were all basic, not many angles was used
whereas my full product contains different angles and the shots are not as shaky
(although some are purposely shaky) also the image quality is much more clear. I
have also learnt that background sound can be very annoying. Whilst filming the
preliminary I found that you could hear a lot of background sound, I soon learn that
the best way to change this is by muting the sound on the film and recording the
sound as non-diegetic. As an example from my full product whilst filming the marble
rolling I was going to use diegetic sound but whilst playing it back it was too muffled
therefore I added my own sound in during editing.