Gabby Gordon evaluated their opening thriller sequence for a class project. Their group chose to do a psychological thriller and make it mysterious by not revealing who the antagonist chasing the protagonist is. They filmed at night using conventions like low-key lighting, quick cuts, and varied angles. Based on feedback, they added more shots to better explain what was happening.
For research, Gordon watched thriller openers like Gone Girl to understand conventions. They looked at lighting, music, shot lengths. Their sequence was inspired by a scene from No Country For Old Men, using similar lighting, color grading, and quick cuts. They debated using voiceover vs. music. The sequence fits in Todorov's theory between disruption and repair. Their
The document provides details for the film brief of a thriller/drama film project. It includes sections for preliminary tasks, the film brief, film research, graphic breakdown, shots, audience research, and Pearl and Dean research. The film brief outlines the plot, which begins in a mental institution and flashes back to a group of friends at a house party where one is murdered. It also includes character profiles, location details, props, sound, lighting, and risk assessment. The goal is to create a teen-oriented drama/thriller that explores what happens after a murder at a party.
This document provides details for the film brief of a student media project. It includes sections for preliminary tasks, the film brief, film research, locations, risks, props, sounds, lighting, camera angles, target audience, and script.
The film brief outlines a thriller/drama that begins in a mental institution with a character being wheeled in, before flashing back to a group of friends having a party. One of the friends is found dead the next morning, and the group tries to cover up what happened. The document includes storyboards, character profiles, and plans for different scenes to be filmed at the university and a local forest. Research references the TV shows Bates Motel and The Tall Man for inspiration on characters,
The document discusses the student's media product, which is a title sequence for a horror/thriller film. The student explains various ways their title sequence does and does not follow conventions of real media titles. They stuck to conventions like using short, jumpy shots to build tension, as seen in the title of "Orphan." However, they also combined these with slower shots, breaking convention. They used inspiration from titles like "Jaws" and "Panic Room" but also made their own creative choices. The student analyzes their use of camera work, sound, characters, and more to represent themes and draw in the target audience. Overall, the student learned about planning, filming, editing technologies, and analyzing their work
The document discusses the creative choices made in developing the narrative, mise-en-scene, editing, camerawork, special effects, and sound design for a student thriller film project. Inspiration was drawn from films like "Double Jeopardy" and the BBC series "The Missing" in constructing a narrative centered around jealousy. Two contrasting locations of a house and garage were used to film scenes with different lighting and aesthetics. Editing and camera techniques like increased speed shots and close-ups were employed to build tension, as seen in influences like "The Missing" and "The Conjuring." Titling was placed before the main title as in "The Missing." Music was carefully selected to set different moods for
1) The document summarizes the student's process in creating a short horror film for a media studies project. This included extensive research into horror film conventions, analyzing existing films, posters, and double page spreads.
2) In creating their own film, the student aimed to incorporate conventions of the horror genre identified in their research, such as using certain camera shots and angles that build tension. They also challenged some conventions, such as filming in daylight rather than darkness.
3) The student analyzed how their final products incorporated key aspects of their research and addressed film theories, while also receiving audience feedback. They felt they successfully captured horror conventions while putting their own spin on the genre.
The document provides details about the production of an opening sequence for a film. It discusses the ideas behind using shots of the protagonist's eye, exterior locations of past murders, and revealing the protagonist through mise-en-scene. It describes using a drum sound to introduce the protagonist and faster camera movements when an alarm goes off. Visual and audio changes are made to shots and music to create tension and unsettle the audience. Sound editing in Logic Pro is used to loop music under shots to extend its length.
The document provides details about the student's process for creating a short horror film. It discusses:
1. The research conducted on horror film genres, codes, and conventions by analyzing film posters and double page spreads.
2. Choosing to create a horror film after conducting primary research through questionnaires. Research was also done by watching horror films and analyzing camera shots, lighting, and sound techniques.
3. How the filming incorporated techniques like tracking shots, close-ups, and point-of-view shots to follow horror conventions. A bathroom scene was also included.
4. How some conventions like filming in daylight were challenged by desaturating the color. Music was also incorporated despite initial disagreement that it
The document provides an evaluation of the opening titles for the film "Creep". It summarizes the setting, costumes, camerawork, editing, titles, and how the opening introduces the characters and establishes the genre of horror/thriller. Screenshots are included of the stalker character putting up pictures, the interview scene, and the editing process. The opening sequences shows the stalker character chasing the victim, establishing him as the antagonist and her as the vulnerable protagonist.
The document provides details for the film brief of a thriller/drama film project. It includes sections for preliminary tasks, the film brief, film research, graphic breakdown, shots, audience research, and Pearl and Dean research. The film brief outlines the plot, which begins in a mental institution and flashes back to a group of friends at a house party where one is murdered. It also includes character profiles, location details, props, sound, lighting, and risk assessment. The goal is to create a teen-oriented drama/thriller that explores what happens after a murder at a party.
This document provides details for the film brief of a student media project. It includes sections for preliminary tasks, the film brief, film research, locations, risks, props, sounds, lighting, camera angles, target audience, and script.
The film brief outlines a thriller/drama that begins in a mental institution with a character being wheeled in, before flashing back to a group of friends having a party. One of the friends is found dead the next morning, and the group tries to cover up what happened. The document includes storyboards, character profiles, and plans for different scenes to be filmed at the university and a local forest. Research references the TV shows Bates Motel and The Tall Man for inspiration on characters,
The document discusses the student's media product, which is a title sequence for a horror/thriller film. The student explains various ways their title sequence does and does not follow conventions of real media titles. They stuck to conventions like using short, jumpy shots to build tension, as seen in the title of "Orphan." However, they also combined these with slower shots, breaking convention. They used inspiration from titles like "Jaws" and "Panic Room" but also made their own creative choices. The student analyzes their use of camera work, sound, characters, and more to represent themes and draw in the target audience. Overall, the student learned about planning, filming, editing technologies, and analyzing their work
The document discusses the creative choices made in developing the narrative, mise-en-scene, editing, camerawork, special effects, and sound design for a student thriller film project. Inspiration was drawn from films like "Double Jeopardy" and the BBC series "The Missing" in constructing a narrative centered around jealousy. Two contrasting locations of a house and garage were used to film scenes with different lighting and aesthetics. Editing and camera techniques like increased speed shots and close-ups were employed to build tension, as seen in influences like "The Missing" and "The Conjuring." Titling was placed before the main title as in "The Missing." Music was carefully selected to set different moods for
1) The document summarizes the student's process in creating a short horror film for a media studies project. This included extensive research into horror film conventions, analyzing existing films, posters, and double page spreads.
2) In creating their own film, the student aimed to incorporate conventions of the horror genre identified in their research, such as using certain camera shots and angles that build tension. They also challenged some conventions, such as filming in daylight rather than darkness.
3) The student analyzed how their final products incorporated key aspects of their research and addressed film theories, while also receiving audience feedback. They felt they successfully captured horror conventions while putting their own spin on the genre.
The document provides details about the production of an opening sequence for a film. It discusses the ideas behind using shots of the protagonist's eye, exterior locations of past murders, and revealing the protagonist through mise-en-scene. It describes using a drum sound to introduce the protagonist and faster camera movements when an alarm goes off. Visual and audio changes are made to shots and music to create tension and unsettle the audience. Sound editing in Logic Pro is used to loop music under shots to extend its length.
The document provides details about the student's process for creating a short horror film. It discusses:
1. The research conducted on horror film genres, codes, and conventions by analyzing film posters and double page spreads.
2. Choosing to create a horror film after conducting primary research through questionnaires. Research was also done by watching horror films and analyzing camera shots, lighting, and sound techniques.
3. How the filming incorporated techniques like tracking shots, close-ups, and point-of-view shots to follow horror conventions. A bathroom scene was also included.
4. How some conventions like filming in daylight were challenged by desaturating the color. Music was also incorporated despite initial disagreement that it
The document provides an evaluation of the opening titles for the film "Creep". It summarizes the setting, costumes, camerawork, editing, titles, and how the opening introduces the characters and establishes the genre of horror/thriller. Screenshots are included of the stalker character putting up pictures, the interview scene, and the editing process. The opening sequences shows the stalker character chasing the victim, establishing him as the antagonist and her as the vulnerable protagonist.
The student discusses how their media product uses and challenges conventions of real title sequences through their use of editing techniques, camerawork, sound, and fonts inspired by films like Jaws, Panic Room, and Orphan. They also explain how they represented social groups through the characters and broke conventions by casting a mixed race actress as the vulnerable victim.
The document discusses the progression from the preliminary task to the full production. Key points include:
- Continuity was improved through techniques like match on action and shot reverse shots.
- Ambitious camera movements were used, like underwater filming and filming from a moving car.
- Skills like using lighting, sound equipment and following continuity rules improved.
- The preliminary task was re-done with added score to create tension and a sinister atmosphere.
- Strengths include use of mise-en-scene but editing skills could be improved, like color grading in-camera.
Robert Altman's 1984 film Secret Honor featured only one actor, Philip Baker Hall, who gave a tour de force performance as Richard Nixon in a 90-minute monologue. The document discusses how the film rides entirely on the strength of the central performance. It also notes that while the film received positive reviews, its one-location, one-character format limits its potential audience. The document examines whether this type of film could work as a contingency plan or source of inspiration for the document author's own film project.
This document discusses the learning process from a preliminary film task to the full production. For the preliminary, the filmmakers shot a scene of two detectives exchanging dialogue after one character entered a room. They focused on action match, the 180-degree rule, and shot/reverse shot techniques. While these technical elements were executed well, areas for improvement included costumes, action match, and minor continuity errors. The preliminary helped with organizing roles, camera operation, and emphasizing continuity for the full production.
The document provides a narrative analysis of a student film project that aimed to create a psychological thriller opening sequence. It summarizes how the project stayed conventional in some aspects of its narrative, protagonist, locations, and titles while also attempting to challenge some conventions. Specifically, it opened with a dream sequence and had a male protagonist suffering from memory loss. Locations included a city roof, hospital, and darkened room. The title "Existence" was chosen for being thought-provoking. Editing techniques like using black and white and close-ups were employed to clearly convey elements like it being a dream.
The document discusses the conventions of horror films that the media product did and did not follow in its opening sequence. It met some conventions such as using low key lighting, camera following the subject, and including production logos and character credits. However, it challenged other conventions by not using narration, flashbacks, establishing shots, or action scenes. The document also analyzes where the media product's techniques could have been more effective at conveying horror, such as through different lighting or camerawork. Overall, the document provides a critical review of the techniques used in the opening sequence and how well they did or did not line up with horror film conventions.
The document provides an analysis of the thriller film created by the student. It discusses the key elements incorporated from generic thriller conventions including an antagonist, mystery, suspense, and representation of social groups. It summarizes the filming and editing process, challenges encountered working with the group, and strengths and weaknesses of the equipment used. The student learned skills using editing software and reflects on how their skills and understanding of thrillers improved from the preliminary task.
The document discusses how the creator of a short horror film used and challenged conventions of the genre in their film. They started by researching conventions like using an initially happy setting that deteriorates ("equilibrium") and common character and location tropes. Their film adhered to some conventions like using a wooded setting and innocently dressed protagonist but challenged conventions like using more daylight lighting. Screenshots compare scenes and characters in their film to those in established horror films. The creator also compared their film marketing materials like the poster and title sequence to real horror films to show how they used genre conventions while developing their own style.
The document discusses how the creator of a short horror film used and challenged conventions of the genre in their film. They began by researching conventions like starting with equilibrium that is disrupted, using isolated woodland settings, portraying sympathetic protagonists and mysterious antagonists. While most horror films use low lighting, the creator challenged this by basing the film more in daylight. Screenshots compare scenes and characters to established horror films. The creator also compared their film poster and review to real examples, finding similarities in conventions like taglines, lighting and inclusion of key information. Further, they placed their mock magazine cover and review in real-world contexts to test if they seemed authentic.
Babak Anvari is an award-winning British filmmaker known for his short films. This short film from 2013 depicts a strict teacher demanding his students claim 2+2=5, despite a smart boy's insistence otherwise. Through minimal dialogue and visual techniques like lighting, camera angles, and character expressions, the film creates a tense atmosphere and thought-provoking commentary on authoritarianism and independent thinking. Though a simple concept, viewers found it affecting and it won awards, with over 2.8 million YouTube views highlighting its popularity.
The document analyzes how the student's short horror film opening sequence uses and develops conventions of real horror movie openings. It introduces the main character at a party and as he walks home alone at night. Shots include a graveyard setting and a dismembered arm. The character and plot are intentionally kept mysterious to build tension. Font, camera work, costumes, and props are chosen to effectively set the horror genre and foreshadow an unsettling event. The analysis compares techniques to successful horror films like "It Follows" and "The Ring" to establish conventions like suspense, isolated characters, and an unresolved climax.
The document discusses the filming and production of a preliminary scene and subsequent main task scene for a film project. It provides details on:
1) Choosing to film a scene showing the protagonist isolating herself from friends to establish context in the preliminary.
2) Meeting technical requirements like match on action, shot reverse shot, and the 180 degree rule in the preliminary filming.
3) Facing issues with sound quality during preliminary filming due to a squeaky tripod, and solutions taken in post-production.
4) Carrying over casting, costumes, and location choices between the preliminary and main task to maintain continuity.
5) Applying the same technical skills like 180 degree rule and shot reverse
The document discusses how a media product followed conventions of real media in its opening. It summarizes 9 shots from its opening and explains how each one develops conventions like establishing shots, title placement, fonts, and character introductions. Inspiration was drawn from films like Gone Girl, 28 Days Later, and The Shawshank Redemption. Conventions of film titles, camera angles, costumes, and editing were also researched and applied. The goal was to recreate the feelings and atmospheres of referenced films to engage the audience.
This document discusses plans for an independent horror film production. It will feature a male protagonist and female antagonist, challenging stereotypes. The opening scene shows a couple walking with a cut to the male attending a funeral. The best production company identified is Twisted Pictures, known for horror films like Saw. The chosen distribution company is Studio Canal, which focuses on independent films and has distributed Train to Busan. Music will play a key role in the opening sequence to set mood and keep audiences engaged. Lighting and music conventions of the horror genre will be employed. The film aims to appeal to both a niche audience of older males and a wider mass market of younger males.
The document provides an overview and evaluation of a student film project called "The Hidden". It summarizes that the film was based on an idea combining a school murder mystery and characters with mental disabilities, though only one character had schizophrenia. It discusses challenges with camera work, sound, and following the original script. Overall it evaluates the film positively and that feedback praised the dramatic tone from the self-composed music, though sound quality could be improved.
The film introduction establishes the main character Donnie Darko as mysterious and troubled. It begins with him waking up alone on a hillside in his pajamas, laughing in a disturbing way. As he bikes home, questions arise about how he got there and his strange behavior. Minimal dialogue and editing, with slow camerawork and lighting, heighten the film's enigmatic atmosphere and intrigue about Donnie and what will happen next.
How does our product challenge conventions and howLiamW5
The document discusses how a student film project challenged conventions of the horror genre. It used classic horror themes like costumes, props, and an abandoned setting with minimal lighting to create tension. The narrative follows three reckless teenage boys who receive a mysterious note and go to an abandoned house, where they are stalked by a killer clown. During production, the student filmmakers made changes to improve the story and scare the audience, like making the clown an active killer rather than a ghost. Overall, the document analyzes how the film used genre conventions and character representations to create an effective short horror film.
The summary analyzes the student's video project portfolio for their media studies class. It describes creating a thriller film opening called "Blood Ivory" with a group. The student took responsibility for research, editing, call sheets, and small filming parts. The opening establishes the crime thriller/mystery genre through music, camerawork, locations and costumes that build suspense around illegal ivory dealing. Feedback indicated the opening successfully answered the brief by creating an engaging mystery through film techniques while bringing awareness to the topic of ivory poaching.
The document discusses the process of planning and filming a horror opening sequence for a class project. The students analyzed horror films like Nightmare on Elm Street 3 and The Orphan to understand effective openings. They created a storyboard and plot diagram to plan camera angles, sounds, and scenes. The opening sequence was filmed using a variety of shots and includes titles and credits to set up the horror theme and fulfill the assignment requirements. The students feel they improved in using specific shots and creating a successful product that meets the brief of a horror or film noir opening.
My opening sequence follows conventions of thriller films in several ways:
1) It uses low-key lighting and shadows in shots filmed in dark locations like Megan's house to create tension, emulating films like Se7en.
2) It establishes the location of Megan's ordinary family home to set the scene, as seen in Zodiac's opening.
3) It splits the dramatic title cards from the visuals and uses suspenseful music between scenes, leaving the narrative on a cliffhanger to encourage viewers to continue watching.
1) The document discusses how the authors of a student film ensured continuity in their psychological thriller film through careful planning of camera shots and editing. This included matching actions, obeying the 180 degree rule, and using cross-cutting to solve issues.
2) Sound continuity also presented difficulties but were addressed through editing out background noises and smoothing audio transitions between scenes.
3) The film subverts expectations by revealing the wife, not the husband, is the killer at the end, shocking the audience with this twist.
The document provides an evaluation of Arif Uddin's opening sequence for a horror film called "The Lost Silence." It discusses the title, setting, costumes, props, camera work, editing, title font/style, story, and how it establishes the horror genre. It also reflects on what was learned from the process and how it impacted production decisions. The evaluator aimed to slowly build tension and fool the audience into thinking it wasn't a horror at first. Key lessons were around planning costumes better to develop characters, and spending more time on editing to improve the final product and better convey the genre.
The student discusses how their media product uses and challenges conventions of real title sequences through their use of editing techniques, camerawork, sound, and fonts inspired by films like Jaws, Panic Room, and Orphan. They also explain how they represented social groups through the characters and broke conventions by casting a mixed race actress as the vulnerable victim.
The document discusses the progression from the preliminary task to the full production. Key points include:
- Continuity was improved through techniques like match on action and shot reverse shots.
- Ambitious camera movements were used, like underwater filming and filming from a moving car.
- Skills like using lighting, sound equipment and following continuity rules improved.
- The preliminary task was re-done with added score to create tension and a sinister atmosphere.
- Strengths include use of mise-en-scene but editing skills could be improved, like color grading in-camera.
Robert Altman's 1984 film Secret Honor featured only one actor, Philip Baker Hall, who gave a tour de force performance as Richard Nixon in a 90-minute monologue. The document discusses how the film rides entirely on the strength of the central performance. It also notes that while the film received positive reviews, its one-location, one-character format limits its potential audience. The document examines whether this type of film could work as a contingency plan or source of inspiration for the document author's own film project.
This document discusses the learning process from a preliminary film task to the full production. For the preliminary, the filmmakers shot a scene of two detectives exchanging dialogue after one character entered a room. They focused on action match, the 180-degree rule, and shot/reverse shot techniques. While these technical elements were executed well, areas for improvement included costumes, action match, and minor continuity errors. The preliminary helped with organizing roles, camera operation, and emphasizing continuity for the full production.
The document provides a narrative analysis of a student film project that aimed to create a psychological thriller opening sequence. It summarizes how the project stayed conventional in some aspects of its narrative, protagonist, locations, and titles while also attempting to challenge some conventions. Specifically, it opened with a dream sequence and had a male protagonist suffering from memory loss. Locations included a city roof, hospital, and darkened room. The title "Existence" was chosen for being thought-provoking. Editing techniques like using black and white and close-ups were employed to clearly convey elements like it being a dream.
The document discusses the conventions of horror films that the media product did and did not follow in its opening sequence. It met some conventions such as using low key lighting, camera following the subject, and including production logos and character credits. However, it challenged other conventions by not using narration, flashbacks, establishing shots, or action scenes. The document also analyzes where the media product's techniques could have been more effective at conveying horror, such as through different lighting or camerawork. Overall, the document provides a critical review of the techniques used in the opening sequence and how well they did or did not line up with horror film conventions.
The document provides an analysis of the thriller film created by the student. It discusses the key elements incorporated from generic thriller conventions including an antagonist, mystery, suspense, and representation of social groups. It summarizes the filming and editing process, challenges encountered working with the group, and strengths and weaknesses of the equipment used. The student learned skills using editing software and reflects on how their skills and understanding of thrillers improved from the preliminary task.
The document discusses how the creator of a short horror film used and challenged conventions of the genre in their film. They started by researching conventions like using an initially happy setting that deteriorates ("equilibrium") and common character and location tropes. Their film adhered to some conventions like using a wooded setting and innocently dressed protagonist but challenged conventions like using more daylight lighting. Screenshots compare scenes and characters in their film to those in established horror films. The creator also compared their film marketing materials like the poster and title sequence to real horror films to show how they used genre conventions while developing their own style.
The document discusses how the creator of a short horror film used and challenged conventions of the genre in their film. They began by researching conventions like starting with equilibrium that is disrupted, using isolated woodland settings, portraying sympathetic protagonists and mysterious antagonists. While most horror films use low lighting, the creator challenged this by basing the film more in daylight. Screenshots compare scenes and characters to established horror films. The creator also compared their film poster and review to real examples, finding similarities in conventions like taglines, lighting and inclusion of key information. Further, they placed their mock magazine cover and review in real-world contexts to test if they seemed authentic.
Babak Anvari is an award-winning British filmmaker known for his short films. This short film from 2013 depicts a strict teacher demanding his students claim 2+2=5, despite a smart boy's insistence otherwise. Through minimal dialogue and visual techniques like lighting, camera angles, and character expressions, the film creates a tense atmosphere and thought-provoking commentary on authoritarianism and independent thinking. Though a simple concept, viewers found it affecting and it won awards, with over 2.8 million YouTube views highlighting its popularity.
The document analyzes how the student's short horror film opening sequence uses and develops conventions of real horror movie openings. It introduces the main character at a party and as he walks home alone at night. Shots include a graveyard setting and a dismembered arm. The character and plot are intentionally kept mysterious to build tension. Font, camera work, costumes, and props are chosen to effectively set the horror genre and foreshadow an unsettling event. The analysis compares techniques to successful horror films like "It Follows" and "The Ring" to establish conventions like suspense, isolated characters, and an unresolved climax.
The document discusses the filming and production of a preliminary scene and subsequent main task scene for a film project. It provides details on:
1) Choosing to film a scene showing the protagonist isolating herself from friends to establish context in the preliminary.
2) Meeting technical requirements like match on action, shot reverse shot, and the 180 degree rule in the preliminary filming.
3) Facing issues with sound quality during preliminary filming due to a squeaky tripod, and solutions taken in post-production.
4) Carrying over casting, costumes, and location choices between the preliminary and main task to maintain continuity.
5) Applying the same technical skills like 180 degree rule and shot reverse
The document discusses how a media product followed conventions of real media in its opening. It summarizes 9 shots from its opening and explains how each one develops conventions like establishing shots, title placement, fonts, and character introductions. Inspiration was drawn from films like Gone Girl, 28 Days Later, and The Shawshank Redemption. Conventions of film titles, camera angles, costumes, and editing were also researched and applied. The goal was to recreate the feelings and atmospheres of referenced films to engage the audience.
This document discusses plans for an independent horror film production. It will feature a male protagonist and female antagonist, challenging stereotypes. The opening scene shows a couple walking with a cut to the male attending a funeral. The best production company identified is Twisted Pictures, known for horror films like Saw. The chosen distribution company is Studio Canal, which focuses on independent films and has distributed Train to Busan. Music will play a key role in the opening sequence to set mood and keep audiences engaged. Lighting and music conventions of the horror genre will be employed. The film aims to appeal to both a niche audience of older males and a wider mass market of younger males.
The document provides an overview and evaluation of a student film project called "The Hidden". It summarizes that the film was based on an idea combining a school murder mystery and characters with mental disabilities, though only one character had schizophrenia. It discusses challenges with camera work, sound, and following the original script. Overall it evaluates the film positively and that feedback praised the dramatic tone from the self-composed music, though sound quality could be improved.
The film introduction establishes the main character Donnie Darko as mysterious and troubled. It begins with him waking up alone on a hillside in his pajamas, laughing in a disturbing way. As he bikes home, questions arise about how he got there and his strange behavior. Minimal dialogue and editing, with slow camerawork and lighting, heighten the film's enigmatic atmosphere and intrigue about Donnie and what will happen next.
How does our product challenge conventions and howLiamW5
The document discusses how a student film project challenged conventions of the horror genre. It used classic horror themes like costumes, props, and an abandoned setting with minimal lighting to create tension. The narrative follows three reckless teenage boys who receive a mysterious note and go to an abandoned house, where they are stalked by a killer clown. During production, the student filmmakers made changes to improve the story and scare the audience, like making the clown an active killer rather than a ghost. Overall, the document analyzes how the film used genre conventions and character representations to create an effective short horror film.
The summary analyzes the student's video project portfolio for their media studies class. It describes creating a thriller film opening called "Blood Ivory" with a group. The student took responsibility for research, editing, call sheets, and small filming parts. The opening establishes the crime thriller/mystery genre through music, camerawork, locations and costumes that build suspense around illegal ivory dealing. Feedback indicated the opening successfully answered the brief by creating an engaging mystery through film techniques while bringing awareness to the topic of ivory poaching.
The document discusses the process of planning and filming a horror opening sequence for a class project. The students analyzed horror films like Nightmare on Elm Street 3 and The Orphan to understand effective openings. They created a storyboard and plot diagram to plan camera angles, sounds, and scenes. The opening sequence was filmed using a variety of shots and includes titles and credits to set up the horror theme and fulfill the assignment requirements. The students feel they improved in using specific shots and creating a successful product that meets the brief of a horror or film noir opening.
My opening sequence follows conventions of thriller films in several ways:
1) It uses low-key lighting and shadows in shots filmed in dark locations like Megan's house to create tension, emulating films like Se7en.
2) It establishes the location of Megan's ordinary family home to set the scene, as seen in Zodiac's opening.
3) It splits the dramatic title cards from the visuals and uses suspenseful music between scenes, leaving the narrative on a cliffhanger to encourage viewers to continue watching.
1) The document discusses how the authors of a student film ensured continuity in their psychological thriller film through careful planning of camera shots and editing. This included matching actions, obeying the 180 degree rule, and using cross-cutting to solve issues.
2) Sound continuity also presented difficulties but were addressed through editing out background noises and smoothing audio transitions between scenes.
3) The film subverts expectations by revealing the wife, not the husband, is the killer at the end, shocking the audience with this twist.
The document provides an evaluation of Arif Uddin's opening sequence for a horror film called "The Lost Silence." It discusses the title, setting, costumes, props, camera work, editing, title font/style, story, and how it establishes the horror genre. It also reflects on what was learned from the process and how it impacted production decisions. The evaluator aimed to slowly build tension and fool the audience into thinking it wasn't a horror at first. Key lessons were around planning costumes better to develop characters, and spending more time on editing to improve the final product and better convey the genre.
The document summarizes how a media project used conventions of real thriller films in its lighting, settings, cinematography, sound, and characters. It describes how the project opened with eerie lighting from computers to set the thriller genre. Settings like a deserted park heightened tension between the protagonist and antagonist alone in the location, similar to the film No Country For Old Men. Cinematography included shots of feet to compare the protagonist and antagonist. Sound switched between tense music and diegetic dialogue to signal changes. The antagonist was loosely based on a character from Skins to be an enigmatic stalker.
"In what ways does your media product use, develop or challenge forms and con...Marta Schmidt
The document discusses the codes and conventions of thriller films, including lighting, sound, and editing techniques. Low key lighting, shadows, tense music, and quick cuts between shots create suspense. For their student film project, the students used dark alleyway footage lit with low light to convey danger. They included unsettling piano music during the opening titles to set an uneasy tone. Throughout the film, they varied shot lengths and employed fast cuts during the climax to increase pace and urgency. Their revised version opened with close-up shots of the protagonist's discomfort and incorporated more music to drive the scenes and heighten tension.
The document describes a student's work on creating a thriller film opening called "Unauthorised16" with two classmates. They split responsibilities equally, with the student directing scene one, editing all scenes, and creating the title. They used various software and studied techniques from films like Knight and Day to create mystery and suspense. Feedback on their opening was generally positive.
The document provides an evaluation of the opening titles for the film "Creep". It summarizes the setting, costumes, camerawork, editing, titles, and how the opening introduces the characters and establishes the genre of horror/thriller. Screenshots are included of the different locations, costumes, camera angles, and titles used in creating the opening sequence to set up the story of an obsessive stalker character chasing his victim.
Andrew Goldman evaluated the process of producing a TV cop drama trailer for a class project. In pre-production, the group planned ideas, researched conventions of the genre, created a synopsis and storyboard. During filming, they overcame technical challenges and had creative collaboration, utilizing a variety of camera shots. In post-production, the group edited the footage in Adobe Premier, though some planned elements did not make the final cut. Overall the project provided valuable lessons about the film production process.
- The document discusses the filmmakers' process in developing the opening scene of their thriller film to effectively set up tension and intrigue for the audience. They drew inspiration from successful thriller openings like Pulp Fiction and The Purge.
- Through research and audience feedback, they incorporated conventions like a vulnerable female character and an ominous stalker-like figure. Multiple drafts refined elements like music, titles, shots and editing to build mystery and suspense. The goal was an engaging opening that hooked viewers and set the tone for the thriller genre.
The document discusses how the media product challenges and develops conventions of real media products in the horror genre. It uses flashbacks and gruesome imagery like blood to distinguish scenes, drawing from films like Bonnie and Clyde. Props like knives and cigarettes also help establish the horror and film noir genres. Character archetypes and settings like the abandoned warehouse are conventional. While the editing pace challenges conventions by being slower, the camera work and sound design are generally conventional for horror.
- The document discusses the filmmakers' process in developing the opening scene of their thriller film to engage audiences and fit genre conventions. They aimed to make their opening memorable like films such as Pulp Fiction and The Purge.
- They incorporated some conventions like showing a vulnerable female character but also wanted to make it unique. Their opening features close-ups, over-the-shoulder shots, and parallel editing to build mystery and tension.
- Through research and audience feedback, they further refined elements like titles, music, and storyline to better appeal to their target audience and create an exciting, suspenseful opening for their thriller genre film.
1) The document discusses the filmmaker's use of various techniques in creating the opening of their thriller film, including camera shots, locations/mise-en-scene, editing, sound, narrative, and titles. Close-ups, panning shots, two filming locations, sped up footage, soundtrack choices, and a photo montage narrative device were some of the techniques utilized.
2) Inspiration was drawn from films like "The Missing" in the use of montage and title sequencing. Conventions of the thriller genre were both followed and subverted through creative choices in lighting, sound, and other elements.
3) Fine-tuning the editing and sound design was an intensive process to achieve the un
1. The document discusses the filmmakers' process in developing the opening scene of their thriller film to engage audiences. They aimed to include exciting, memorable conventions like unexpected events early on that were inspired by successful films.
2. Through research and audience feedback, the filmmakers incorporated some conventions like a female in distress but avoided cliches. They used camera techniques like close-ups and over-the-shoulder shots to build mystery, suspense and engage emotions as seen in films like Psycho and Halloween.
3. The opening scene and titles underwent several revisions based on test audiences and comparisons to similar films to create intrigue, fit the genre better and appeal more to their target demographic. Music choices also evolved
The document summarizes the creative choices made in developing the opening of a student thriller film project. Some conventions of the thriller genre were challenged, such as not including a typical crime in the opening. The opening was shot in reverse to build intrigue. Various locations around Cambridge were used for a chase scene. Minimal details were provided about the characters to generate questions. Simple titles and fonts were chosen to match the realistic aesthetic. Original music was composed and voiceover was added to provide context. Natural lighting and handheld camerawork aimed to enhance the thriller feel.
Gabriel Lindsay created a video portfolio for their media studies course. They worked in a group of three to create an opening sequence for a thriller film called Immortal Beloved. Gabriel took responsibility for editing the full opening and filming/directing some scenes. They researched similar thriller films and openings to inform their work. Their opening sequence used conventions like titles, costumes, special effects, sound, music and atmosphere to effectively set up suspense and engage the target audience.
The document provides an analysis of a student media project creating a title sequence for a horror film called "Abandoned" about an orphanage. It discusses the creative process, including choosing the horror genre, filming on location, editing techniques used, target audience, and skills learned. Key elements included using eerie music, burning photos to foreshadow the plot, and getting feedback to improve the sequence. The student learned important editing and sound design skills through the project.
STUDY ON THE DEVELOPMENT STRATEGY OF HUZHOU TOURISMAJHSSR Journal
ABSTRACT: Huzhou has rich tourism resources, as early as a considerable development since the reform and
opening up, especially in recent years, Huzhou tourism has ushered in a new period of development
opportunities. At present, Huzhou tourism has become one of the most characteristic tourist cities on the East
China tourism line. With the development of Huzhou City, the tourism industry has been further improved, and
the tourism degree of the whole city has further increased the transformation and upgrading of the tourism
industry. However, the development of tourism in Huzhou City still lags far behind the tourism development of
major cities in East China. This round of research mainly analyzes the current development of tourism in
Huzhou City, on the basis of analyzing the specific situation, pointed out that the current development of
Huzhou tourism problems, and then analyzes these problems one by one, and put forward some specific
solutions, so as to promote the further rapid development of tourism in Huzhou City.
KEYWORDS:Huzhou; Travel; Development
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2. For my thriller opening sequence my group did a psychological thriller as it is one of the best types of sub-thrillers. My group also agreed on it being mysterious as the audience
aren't aware of who the letter is for and the antagonist who is chasing our protagonist. I have used, developed and challenged the forms and conventions of the real media. While
we filmed and during the process of planning we made sure we did meet the convention rules of thrillers by using low-key lighting, short, quick cuts, shadows and a range of angles
in the different shots. We adapted it a little as when we showed our first draft to the class, they didn't understand what was going on. This was due to the shots of the shot of the
feet under the door quickly changing to a shot of someone sitting in a chair and watching the door. Therefore from this feedback we, as a group, decided to add a few more shots in,
to allow the audience to engage fully and understand what was happening in the sequence.
In the research stage for the opening title sequence, I watched a few thriller openers (including Gone Girl) to get a feel of what a thriller film would involve and the conventions it
abides by. This helped overall with my research and ideas to put forward for my sequence. We intentionally didn’t obey all of the conventions as it was only the opening and certain
regulations did not work in the sequence. While watching thrillers, I looked closely at silhouettes, shadows, the different types of lighting used (mainly low-key), the type of music
used as a non-diegetic score and the length of the shots being quick, slow or mediocre. After doing the 10 Textual Analysis I became more confident in analysing the camera,
sound, editing and mise-en-scene.
As a group we looked at two specific scenes from two different thriller films. One of these is the intro to Gone Girl as we wanted to examine the effect of using a voice over instead
of tense music, as well as tense music or having it silent. This was one of the biggest debates in the group as we were unsure to what would be better for our sequence. The second
scene we looked at is a mid way scene from ‘No Country For Old Men’. This scene is where we got our idea for our sequence.
1) In what ways does your media product use, develop or challenge forms and
conventions of real media products?
My final opening has been laid out similar to
this as my group decided on having black bars
at the bottom and top to make it look more
professional and we also added a yellow
colour grade on top of all the shoots to make it
look and seem to the audience more realistic.
We had to darken the lighting in editing as if
we filmed at night, like the first draft, the shots
would be too grainy and look awful so we
changed our lighting to artificial.
The movie poster
created by Josie Coyle
my editor in the group.
This is just a
representation of what
happens in the
sequence which leads
into the rest of the film if
we carried on.
3. Todorov’s Theory
In Todorov’s theory of; Equilibrium, Disruption, Recognition, Repair and New Equilibrium , the five stages of
a film in his views, our sequence would be placed just in front of repair.
Our decision behind this was due to the intended stage of the film the sequence is set at, being unknown to
the audience what is going to happen to ‘Thomas’ and the actress. The assumption is that something has
disrupted their life, and has been recognised by the protagonist. The sequence then nicely allows the
audiences minds to wonder with the story not knowing what the big recovery is going to be and the peaceful
ending. These were our intentions as using this scene, if used correctly, can become very effective.
For example the movie ‘Don’t Breathe’ starts with a similarly placed title sequence, after the recognition and
before the repair. This is a great example as when I watched the title sequence, I was intrigued to find out
more about the film, what happens in it and what happens to recover the equilibrium.
Linking to Todorov’s theory, our film also follows the circular narrative. This type of theory describes how a
film is set out in a basic manner, having the beginning and end, and then the middle of this is where the
events occur. Our title sequence would fit nicely in here as the scene it is based upon is somewhere in the
middle, not to close to the either end, still being a mystery for the audience.
4. Order of Titles
My group researched the ordering of our titles and this was the final outcome.
1. Immerse cinematics
2. A Klein Shelton Production
3. A Gaby Gordon Film
4. Starring Lauren Gulliford Brown
5. Hunted
6. Cinematography By Tash Ward
7. Music and Editing By Josie Coyle
8. Six Weeks Earlier
This is the typical ordering of titles and we therefore stuck by it as we tried to make it as
professional as possible.
5. Preliminary Task
For my continuity task our assignment was to get someone walking
through a door, sit down and have a conversation with someone. My
group decided to think out of the box and film our task in black park.
Our idea was influenced by ‘Up’ when Carl and Ellie first meet in the
abandoned house. Ellie is shown playing make believe by herself
and Carl comes across her and starts to listen in. Our idea was
based around this after doing some research into different ways of
completing our task.
We wanted our audience to get lost in our filming with our character
‘Lucy’ as she wanders around the woods and hears an interesting
conversation of make believe by the ‘Den Girl’. As she follows the
voice so do the audience, both intrigued to find out what it is and
where it's coming from.
When we got feedback on our task, there were only two
improvements being add sound that was needed, which we
completed and improved to fit it, and that it didn’t quite fit the
specifications of walking through a door. However, we spoke to the
class and the teacher so it was improved and they understood our
idea.
https://www.youtube.com/watch?v=YAHdl_SCJOw
6. Test shots
This is a shot of our location in
the dark. The quality was too
grainy for our final edit, so we
went back and refilmed in the
light so we could get a better
quality of the shots.
We also tried out some
silhouette shots on one of our
group to see what kind of
lighting we needed for it incase
we would use it in the final thing.
My group also got some CU and
ECU shots of one of the group
members to see how they would
show up on camera and if they
were appropriate for our
sequence.
7. Camera and Lighting Editing
● For camera, we decided we wanted to convey
danger and tension through the protagonists
opinions and eyes. This was met by the different
angles and shot types. Including CU, MS on the
protagonist and wide angles and LS on the room
to set the scene and get the ongoing establishing
shot.
● Camera shots and angles were influenced by ‘No
Country For Old Men’ in the ‘Motel Showdown’
scene as zooms and CU’s are used on the
protagonist and the door similar to ours. This film
was our main influence
● Lighting starts off bright and synthetic from the
light inside the room, but changes to low-key after
the light is dimmed for filming and purposes and
to meet general thriller conventions on lighting
being dark.
● Our lighting decisions were also influenced by ‘No
Country For Old Men’ as in particular scenes,
including the Motel scene, the lighting is low-key
with a colour grade edited on top to make it look
like it was set in the 80’s.
https://www.youtube.com/watch?v=AnJ0-Ts6gh4
● Duration of shots throughout are generally
short with quick cuts between each,
keeping in line with the conventions of
editing for thriller movies specifically. We
used zoom and pans a couple of times but
mainly straightforward static shots to keep
the audiences focus on the frame of shot
instead of the shot type. Screentime is
predominantly on the protagonist the
actions they do and expressions they
show as reactions to the current events.
● The ‘Skyfall lodge’ scene in ‘Skyfall’ when
it is under attack is where my group got
the inspiration for quick cuts, and a range
of durations for the different shots. For
example in this scene the camera cuts
rapidly in certain aspects yet also endures
longer shots for different sections of the
scene.
https://www.youtube.com/watch?v=tbtdUOmAPbo
8. Mise En Scene Sound
● We asked our actress to wear old clothes and
have no makeup on when she got to the
location as we wanted to make it look like she
has been on the run for a while. When we did
the makeup, we created bruises and cuts and
scuffed her hair up to create the right look for
our protagonist and make the two fit together.
● The location was an important part of our
research as it had to look like it had the bare
minimum in it, just the chair and the
protagonists weapon. This worked considerably
well as our DOP offered her room and moved
everything out of shot so we could get the
correct feel to the location to work with the
sequence.
● ‘Die Hard with a Vengeance’ is the influence for
our protagonists clothing as Bruce Willis is also
wearing ragged clothes even though he is a
police officer. We thought this was an
appropriate clothing decision as our protagonist
needs to look like they haven't got much left.
● The sound in our sequence consists
of a voice over throughout the whole
2 minutes (approximately). My group
chose to use a voice over after
researching openings and finding
‘Gone Girl’ a good reference for the
script.
● We also added in white noise to
make it sound more realistic and the
sound of the banging at the door at
the end of the sequence before the
door bursts open and floods light in.
● We got the inspiration for our voice
over from Gone Girl when the
husband is giving a monologue on
his wife in the opening of the movie.
https://www.youtube.com/watch?v=vyYkttbnPK0
9. 2) How does your media product represent particular social groups?
In our product we have gone against traditional stereotypes and have used a girl as our protagonist. We originally tried with a male
protagonist, but after audience feedback we changed our actor to a female. This has represented the atypical protagonist being a female as
generally, males are the heros in all situations and the females are victims. Throughout the opening sequence we have supported the
atypical women role as the protagonist by connoting her being the main character.
In the beginning, the protagonist bolts a door, walks over to the window and spies a figure standing outside. She then goes to place a chair
down, returns to the window and notices the figure has gone, causing her to pick up the hand gone from the window sill. This goes against
typical conventions of films, as women don’t generally prepare themselves with weapons. However, due to our protagonist being a women,
this is expected.
The protagonist is portrayed as someone on the run. This is implied by the voice over and her actions, not taking her eyes off the door and
gripping the gun firmly to be prepared for the worst. When it came down to the antagonist (figure outside), we wanted to indicate mystery by
zooming in on the person outside with cuts in between to make it a jolting shot. Also the disappearing of him and the quick movement by
the protagonist to turn of the light. Our title also implicates the story of why the protagonist is running as it’s called “Hunted”.
The protagonist is conveyed as scared by her facial reactions and body language. This was intentional as my group decided it to be better if
she wasn’t a strong, brave typical hero but a more realistic one. This goes with the fact it’s a women as women are seen as weak and
frightened, yet our protagonist is slightly risen but can still pull the trigger when it comes down to it. Atypically, girls don’t get the main part of
thriller/action movies because it's down to the males to save the females, but once again we wanted to prove this stereotype wrong and use
a female as our protagonist. This supports our audience feedback as well.
The protagonist has most screen time as her expressions where a main part of the sequence. However, we wanted the audience to focus
on the door as that’s her focus. Intentionally most shots are between the protagonist and the door as that’s where the audience’s main
attention is drawn to.
10. How we addressed age and ethnicity
Age
In our sequence our protagonist is a 26
year old female. In the film she would be
in danger and on the run. Being a 26
year old women, naturally this wouldn't
be the case, but my group went against
typical stereotypes of age and
specifically made our character to be 26.
We wanted to use a-typical age
references as it’s unlikely a young adult,
female adult to be the protagonist in a
thriller film. Not only is it unusual a
women is the protagonist, but she is the
one who is being hunted, whereas
normally a male is hunted.
Ethnicity
Our protagonist is a white, english
female. This isn’t seen as the most
powerful and strong mankind yet, it is
what my group decided to do. We
wanted to show people that not only
white men are the bravest and
strongest, but women can also be that
strong and brave.
We originally started with a male
protagonist who was the typical strong
male, but after our feedback from the
audience we changed our protagonist to
a female as our audience preferred an
atypical role to play the main character.
11. Lucy and Kill Bill
Lucy is a thriller/action film about a girl who delivers a synthetic drug to a drug lord but it gets
released into her system and she becomes surgically implanted. This film is distributed by
Universal Pictures. The main character in this film is a female like ours.
Kill Bill also has a female as the main character. This film is distributed by Miramax Films. Kill
bill is about a former assassin called The Bride who seeks revenge on her jealous ex-lover Bill
after he puts her in a coma on her wedding day.
Both of these films have something in common with our film which is they both have females
as main characters. I looked at both of these for my improvements as they are similar to my
sequence being both thrillers and involving action or being psychological.
What I noticed about these two posters was that
because the female characters were the main
characters, they are both the front covers of the
films. They are also centre of the posters indicating
their importance in the film is superior.
12. Hunted film poster
My groups editor created a poster for our film. As you can
see it is a shot of the protagonist holding a gun and pointing
and the bright light that was revealed by the door being
smashed open.
We wanted a monochrome effect on the poster to make it
seem like the film was going to be basic and predicted.
However, this is just a trick that my group wanted to play on
the audience.
The use of a white light covering most of the poster is used
to display a hidden meaning and unawareness of what to
come. The brightness hides everything apart from the
protagonists arm, the gun and the window. These objects
have significance to be found out in the opening and
potentially the rest of the film if it was ever finished.
13. No Country For Old Men
We liked “No Country For Old Men” as it has a similar styled
scene in the film to our title sequence which makes it a good
inspiration to look upon and get ideas. The clip has a range of
camera angles and close ups which emphasize on certain
movements and actions. Furthermore, there is a wide variety of
editing techniques that my group have looked upon to get a feel for
our thriller and some ideas on how to complete the final title
sequence.
Mise En Scene is also similar to ours as the lighting is low-key,
there’s a colour grade on top to make it seem retro and old-
fashioned to fit in with the time it is set being the 1980’s. One
difference for the Mise En Scene is the protagonist in our thriller is
a girl, going against all stereotypes.
In the one particular scene we as a group looked at for our
sequence, there is no sound apart from sound effects from the
light, door, window smashing and guns. Whereas, our thriller
opening has a voice over to create suspense.
This scene was picked after one of my group suggested us
watching it to get some ideas. In the end we managed to mindmap
and bullet point how we wanted to set out the sequence and what
inspiration we wanted to include in it from this film and also Gone
Girl.
We looked a Gone Girl for one reason in particular, and that was to
get ideas for the voice over and how we could layout the script,
what to include, how it should be read and who by being a man or
a woman. This also was decided by who the protagonist would be
so the voices matched.
14. Gone Girl
Gone Girl’s production company was 20th Century Fox. My
group researched about this company and watched the opening
of Gone Girl to get some ideas for our opening.
Our focus was the voice over. We wanted to find out if it was
juxtaposing with the film, what tone of voice was used (being
calm or agitated), if it was a males or females voice and the type
of story it conveyed.
As a group we looked over it many times to get an understanding
of how we should set out our script and the type of conventions
to follow including who was going to say it and the tone.
We decided after going against other conventions of thrillers, that
we should stick to the A-typical structure we were obeying and
have a female saying the voice over to match our protagonist.
Our script is not addressing anyone in particular, unlike Gone Girl
which is about his wife, as we deliberately don’t mention ‘I love
you’ which generally implies it’s to a partner, but we left the
audience wondering who she is talking to and who Thomas is.
This causes the audience to want to know what the rest of the
film is about and who is being addressed by our protagonist and
the reason she is giving him a task to complete.
16. 3) What kind of media institution might distribute your media product and why?
● Our product has the possibility of being distributed by different media
institutions if it became a full movie as it is a low age rated movie and is
quite a popular genre of films. Our film would be a sub-genre of Thriller
Action. Thrillers are distributed by many different institutions including
online sites; Netflix, Amazon Prime, Film 4 etc. and film productions like;
Universal, 20th Century Fox and Warner Bros. If potentially our film was
distributed Warner Bros would be the most likely candidate as their forte
is thriller and horror films.
● All of these institutions distribute thriller films as they are one of the most
popular genres in the film industry. However Warner Bros are one of the
most likely distributer of our product. They don’t have many Thriller
movies in particular but they do a lot of action films. This is useful as our
thriller film will include action due to its mystery sub-genre of thriller. They
distributed ‘Inception’ a psychological-thriller, ‘The Accountant’ a crime-
thriller and ‘Lethal Weapon’ an action-crime-drama.
● The other main distributer for our product would be 20th Century Fox. The
reason for this is because it has done a lot of thriller films including Gone
Girl which, along with No Country For Old Men, was a main film we got
inspiration from.
● Our group also researched Film 4 movies as some of their credits are
similar to ours and the effects they have used. This was therefore our
third inspiration as we searched around trying to find good ideas for
certain aspects of our sequence which included the credits and titles.
● If our film was low budgeted, the most likely distributer for us would be
Film4 as they distribute quite new films that don't go to cinemas. Whereas
if the film was high budgeted a more likely distributer would be Warner
Bros or 20th Century Fox.
17. These are two institutions that could potentially distribute our
product if it became anything as they are well known brands and
have a good reputation for films.
18. 4) What would be the audience for your media product?
● Due to it being a psychological thriller, our group decided
on it being a 15 as it would be too graphic and disturbing
for young children. However our main audience focus is
late teenagers being 15-40 year olds as it is more their
style of films. This is implied by our feedback for the
opening as 75% of responses were done by 16 year
olds. Thanks to our audience research we came to the
conclusion of how to set out the sequence, who the
protagonist would be and what would be seen, not giving
too much away.
● My group chose this age rating after our inspiration “No
Country For Old Men” as our sequence is loosely based
off a scene in that film. This is a good rating as after my
research of the film and similar films none are younger
than 15. The films I looked at included; Gone Girl(18),
Oldboy(18), The Machinist(15), Identity(15) and
Inception(12).
● Looking at all of these films, rating our movie as 15 was
the correct choice as it wouldn’t be as innocent as
Inception, but equally not as gory and morbid as Gone
Girl. Therefore, it was placed in the middle of these two
ratings which is where it seemed to fit.
● BBFC says that to be a 15 it requires; bad language,
discrimination, drugs, bad behaviour, nudity, threats and
violence. Our film would include most of these, meaning
that 15 is the correct age rating for it.
19. 5) How did you attract/address your audience?
To attract our audience we had to go through series of audience feedback after our different drafts. This included if
our protagonist was female or male, which showed to go against general stereotypes of a male main character but
a female instead. A reshoot of our filming due to our poor lighting as we filmed at night instead of just dimming the
light when we edited it like the second time of filming/editing. If it included diegetic sound of sound effects from the
door being locked, gun being picked up and the bangiing on the door. If it included non-diegetic sound of a voice
over and a background score to create the ambiance and create a thriller feel to the sequence. As I mentioned
previously, our target audience is 16 year olds because we are close to that age bracket only being one year older.
When screening we realised that the most significant points of our sequence is the middle when a figure is standing
underneath the street lamp and the knocking at the door. Without the figure outside, our audience wouldn’t
understand what was happening and get confused. This was pointed out to us after showing the sequence to one
of our classmates and him getting confused with what was going on. He thought that the knocking at the door was
the protagonist. After this realisation, my group understood where he was coming from, resulting in us reshooting
and adding in the shots of the person outside to allow our audience to understand what was going on. Our voice
over, once added in, is simple but in an effective way as it still adds to the suspense and puts the viewer on the
edge of their seats wanting to know more. The music is eery but not overwhelming and overpowering to cancel
everything else out that is going on in the sequence. This was our intention as we wanted the audience to listen to it
and pay attention but keep most focus on what the protagonist is doing. This allows the viewer to feel as if they are
there and are the person being hunted. My group decided to conduct the research as we wanted our audience to
be as happy as possible, We got feedback after every edit to keep making improvements until our audience liked
and were happy with our final sequence. We therefore adapted as a group and our sequence to work together
more so we could understand what our audience want and create a good final opening sequence. Overall, we
attracted our audience by following most conventions of thrillers which met our audience's expectations. This was
also achieved by the use of techniques of POV shots to make the audience understand how the protagonist feels
and the setting of the scene being at night in the dark to reach out to those certain viewers who are affraid of the
dark.
20. This is our feedback on
lighting in the sequence
after the audience
feedback. As you can
see every one of our
viewers prefer dark and
low-key lighting for a
thriller opening
sequence compared to
bright and light lighting.
We also asked about
shadows formed in the
sequence and if our
target audience like it or
disapprove of it. Luckily,
they all agreed on the
use of shadows and
liked the effect it had on
the scene.
This feedback was a mix
but most of our audience
prefer having a voice
over. Apart from two
people everyone
prefered to have some
kind of dialogue in the
sequence instead of
none at all.
Similar to the
dialogue question that
we asked our
audience, the majority
voted for sinister
music in the
background, but a
couple also opted for
contrasting music.
Also, one didn’t have
an opinion and was
mediocre with either.
21. Our audience that
responded to the
feedback ranged
mainly from 15-17.
This is helpful as our
target audience is
range from 15-40 year
olds. There was only
one person above 19
implying it’s not there
kind of film.
Including the other two
feedback questions linking
to sound, we wanted to
ask one more question
and that was about the
timing of it. 85% of the
responses are supporting
music being in sync
instead of out of sync.
However, a couple did put
this as their answer and
one said they didn’t mind.
This specific feedback
shows most of our
audience didn’t have an
opinion on who played the
main character, and the
second most popular was
a male. However, when
we had a discussion in
class with some of our
classmates they said they
would have prefered to
see a female protagonist,
therefore we changed it to
suit the audience's needs.
Finally we asked our
audience what kind of
thriller movie they
prefer. As you can see
50% prefer
psychological-thrillers.
This is what we based
our opening title
sequence on as my
group wanted to do
this type of thriller
anyway, but we
needed to meet our
audiences requests
before our own.
22. 6) What have you learnt about technologies from the process of constructing this product?
Throughout the making of our final title sequence of ‘Hunted’, I have had to do a lot
of research of how to layout the documents properly and work together as a group
to create professional script, storyboards, shot list and the credits in the sequence
itself. I searched on google to find examples of these documents and youtubed
examples to understand what the layout is and why it is laid out like it. These greatly
helped with our documents as it made me and the rest of my group feel comfortable
in the set out of our documents in knowing they look professional and correct.
When filming we used a Nikon 3200, provided by our editor. The quality was great
apart from when it came to doing dimmed shots. This is where we had a problem
with the first draft as the shots came out grainy and made it look bad quality.
However, after our feedback we refilmed with the light on and edited it darker so it
looked like it was the night. We shot most of the sequence handheld, unfortunately
meaning some of the shots were shaky, but we could cut that out. We also bought a
tripod for our second shoot so we could film the pans easily without movement so it
came out as better quality.
Doing this task helped me understand how we set up mise en scene of location and
actors, camera quality, lighting being low-key or high-key depending on what time
we shoot and what time we want the audience to believe it is. With help from our
DOP Tash, she helped me understand the different types of shots and angles we
could use for different scenes to get the best shot possible which I trusted her with
as she was able to understand and map out how we should film it, and the help
from both Josie, editor, and Klein, producer on different ways we can edit the final
sequence with non-diegetic sound effects, duration of shots and cuts and the
finishing touches including fades and credits.
23. 6) What have you learnt about technologies from the process of constructing this
product?
Along with the
camera and editing
skills I have learnt, I
have also learnt to
use an online app
and web browser
called wordpress
which is what my
blog is on and where
I update all of my
group work and own
research.
I also started using
survey monkey with my
group to make surveys
for our classmates to
give us back feedback
on our drafts we screen
for them. This is a good
app to use as it’s an
easy way to get
responses.
Google classroom is an
online group were out
teacher would give us
links to help with
research and
homework for us to
complete. Also a way
of showing our
classmates the work
we have produced and
give them questions to
answer for feedback
With camera and
editing, I also learnt
how to use premiere.
By adding in the
different shots and
cutting them to
create our sequence
I watched over the
editor to understand
what they do and
how they do it.
24. 7) Looking back at your preliminary task, what do you feel you have learnt in the
progression from it to the full project?
Our preliminary task went well, the editing was good, our camera quality was great, but the idea was
found a by boring by our audience. Most of our audience said it was a good story, but not everyone
agreed. They also didn’t think we followed the task of a character walking through a door, sitting down
and having a conversation. From the progression of the beginning of our preliminary task to the final
opening sequence, I have learnt about the importance of correct filming and effects. When we filmed
the preliminary task, we mistakenly left some objects in the background of the shots, so when it came
to the final task we made sure there was nothing in the background that shouldn’t be. Therefore, it
took a few of the same shots to get them right not only to have the right angle but to make sure the
background is the same. This is by not breaking the 180 degree rule, which we didn’t completely
follow in the continuity task. Lighting however was a big issue for us with the final sequence, as half of
our clip is filmed at night time. To resolve this issue we filmed all of it with the light on and in editing
Josie dimmed the shots that were at ‘night’. We also added a yellow colour grade on top. Our DOP
struggled with a zoom in shot after many retakes, so we edited it so the shot was cut into lots of shots
and made a blinking effect over it to hide the shakiness. After all of this and the research, I now have
a better understanding of camera, editing, sound and mise en scene and how they are all equally
important in filming. If you don’t get one correct it could mess the whole thing up.
Overall, I think the preliminary task could’ve been better, but it did help us understand how to plan for
our main task. The main task turned out well, the quality was much better when we finished it and our
audience all liked it when we screened it in class and it is clear that it was a thriller and meets the
expectations we set for ourselves.
25. Thank you for reading!
https://www.youtube.com/watch?v=TGmW-ExxM5s