This document provides a detailed summary of shots and scenes from a teaser trailer for a film. It describes various shots filmed from handheld cameras that introduce the main character Avery and her friends at school. The trailer starts off upbeat but then takes a darker turn, showing Avery bullying another girl. Shots filmed from the victim's camera perspective show her being tormented. Interspersed dialogue and music build narrative tension until a final series of quick flash clips depict the escalating bullying and online harassment faced by the girl.
This is my research stage for my horror opening. I looked at Woman In Black and some other openings as well.
To see more about my horror movie, natasjawilcoxashorroropening.blogspot.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Art Pastor's Guide to Sabbath | Steve Thomason
Media shot by shot teaser trailer recreation
1. Singular clip showing the cinema/film age restrictions
for the movie, duration of 3 seconds. Fades into black
after being shown.
Singular clip showing Company Ident of a releasing
company involved in the distribution of the film.
Duration of the clips lasts 1 and a ½ seconds, moving
straight into the next ident. Non diegetic music track
begins to play – guitar sounding track, quite upbeat.
Singular clip showing Company Ident of a production
company, with similar design to the other ident.
Duration of the clip lasts 1 second, and fades into
black. Non diegetic guitar music track playing in
background.
2. Close up shot showing the location of a high school, with a
duration lasting a portion of a second. Shot positioned to
particularly just show the title ‘high school’ instead of the
specific school. Non diegetic music track still playing in the
background, with diegetic school bell ringing over the top.
Muffled talking diegetic ambient noises travelling through
the background.
Mid shot of students walking around a campus of a school,
natural lighting showing setting and time of day. This clip
lasts for a fraction of a second, and the movement seems to
be either unbalanced or tracking the movement of the
students. Non diegetic music still playing in background, with
diegetic ambient noises of students talking. The diegetic bell
ringing is fading, but still there in the clip.
Mid shot again of students walking around in school, lasting
a fraction of a second. Non diegetic music track seems to of
got quieter, and the diegetic bell noise has faded. The
diegetic ambient talking is still present in the scene. The
framing of the shot seems quite close to the student, making
it seem busy and crowded.
3. Mid shot at a worms eye view angle from the floor, of
lots of students walking in a hallway. The clip lasts for a
fraction of a second and the non diegetic music track
has faded out a little, giving a wispy sound. The diegetic
ambient noise of chatter is still present in this clip.
Hand held camera shot, mid close up of a blonde girl and
her female friends. Duration is half a second, and the
camera angle is higher than eyes view. The acoustic
guitar/piano non diegetic soundtrack has come back with
a bit more volume, and an additional drum beat.
Mid shot of group of girls, angled from the side. The
duration of the clip lasts ½ a second, and is the
introduction to a non diegetic voice over of the main
character. The non diegetic music soundtrack
continues to play in the background, with the voice
over saying in this clip: “my name is…” before the shot
changes.
4. This close up hand held shot, is shaky with natural
movement as the main character operates the camera
showing herself and her friend in the background. The clip
lasts a second and continues with the non diegetic
background music, and the non diegetic voice over –
saying: “Avery Keller”, finishing the sentence from before.
This close up hand held shot, shows the girl alone in
her bedroom, and moves the non diegetic voiceover
into the diegetic speaking of this shot. The shot lasts 1
second, with the non diegetic background music
continuing and her diegetic speaking with the phrase
“I’m just your normal teenage girl”.
This is a close up shot of the girl, hand held again, of
her smiling and laughing towards the camera. The
shot lasts ½ a second, with the soundtrack still playing
and a diegetic laugh from the girl.
5. This is a close up, hand held shot of the girl again in her
bedroom. The clip lasts 3 seconds before fading into a
white clip with writing on. The soundtrack has continued
in the background and in the clip she says in diegetic
dialogue: “living out the high school dream”.
This interval board has a cream background, with
simplistic black and white coloured font and a rectangular
red box covering the word ‘knows’. The sentence reads
out: “A GIRL EVERYONE KNOWS”. It shows with one
second, still with the continuing diegetic background
music.
Quick flash shot, a fraction of a second long. Mid shot,
hand held of some boys in the hall way. Non diegetic
music soundtrack playing in the background, with diegetic
speech of “hey, hi” in the clip.
6. Mid close up, hand held shot of two boys passing in the
hallway. Fraction of a second long, with ambient diegetic
background noise of chatter, and diegetic speech of
“what’s up” coming from the girl; the non diegetic music
sound track continues to play through this clip.
Long shot, moving due to hand held camera, of two girls
walking towards the camera and passing on it’s side. Duration
lasts 2 seconds, and the non diegetic soundtrack plays
throughout. There is use of diegetic dialogue between the
two girls and the girl holding the camera: “hey girls”, “hi, like
your shirt”, “thank you”, accompanied with some diegetic
ambient chatter sounds in the background.
Interval board, with white background, black and like font –
like the previous board, it also has a red rectangle
surrounding the word “follows”. The statement reads: “A GIRL
EVERYONE FOLLOWS”. This clip is shown for 1 and a ½
seconds, with the non diegetic background track playing
throughout.
7. Close up, hand held shot of the girl in her bedroom. She starts
to talk to the camera in this clip, with diegetic dialogue she
begins: “I have my four best friends”. The non diegetic
background music plays throughout the background, as the
angle she is holding the camera at almost looks up towards
her. The clip has a duration of a second.
Mid close up, hand held shot of the girl’s (Avery’s) four best
friends in the school hall, it is filmed as everyone moves
backwards as the girls move forwards. The non diegetic
background music continues to play, as the diegetic speech
travels over the clip saying: “Maddie, Tessa, Caitlin, Emily”.
The duration of the clip is 2 seconds long.
A slanted angle mid shot clip, of Avery’s four best
friends sitting on a window ledge. It lasts less than a
second, and is accompanied by the non diegetic
background music and diegetic speech of the girls
saying: “hi”.
8. This mid close up, lasts less than ½ a second, showing
Avery and a couple of her friends out to eat and laughing.
The non diegetic background music is still playing, and
there is diegetic speech which has been carried over from
another scene saying: “and they’re”.
This mid close up again is very short, probably less than ½
second, showing Avery’s four best friends. There is
diegetic dialogue from Avery continuing the sentence
from the previous shot. The non diegetic sound track
continues to play in the background, as the diegetic
speech says: “super fun”.
This interval board shows for a second, fading into another
clip. It has a white background, with a simplistic black and
white font and a red rectangle surrounding the word
‘admires’. The whole sentence reads: “A GIRL EVERYONE
ADMIRES”.
9. These two clips are part of the same shot, but I’ve taken
two screen shots to show the use of movement. This is a
mid close up, filmed through hand held camera, in a
bathroom of Avery doing her make up with her friends. The
non diegetic soundtrack continues but begins to fade, as
there is diegetic speech saying: “this is our girl time,
because we never have enough time because we are
always running late”. The clip lasts 4 seconds long, and is
the indicating to a change in mood and tone to the teaser
trailer.
This is a mid close up, filmed on a hand held camera. It is
filmed at a slightly slanted angle, showing someone coming
into the bathroom and one the girls kicking them out. It
lasts 3 seconds, and has a very faded version of the non
diegetic soundtrack in the background, and diegetic speech
of: “get out”, and diegetic noise of girls laughing.
10. This is the turning point of the teaser trailer. It is a mid close
up, filmed on a hand held camera, still recording the girls in
the bathroom. The non diegetic background music from all of
the previous clips has stopped, and a new soundtrack has
started which begins with the sound of Avery’s voice echoing
and a deep bass sound. There is diegetic speech before this
and during saying: “usually no one comes in (be)cause the
kinda know”. As she says that, there is an editing effect which
makes the screen dark, contrasting all the blacks and whites
of the image. This clip lasts for 1 and a ½ seconds.
Interval board, shown for a second. It has a white
background, with black and white writing which
reads: “THERES A TIME”, with ‘time’ surrounded by a
red rectangular box. The new non diegetic sound
track, with sinister one toned music plays over the
top.
This shot is filmed from a camera attached to a body,
it is at a slanted angle and is more of an establishing
shot, showing the setting of the stairs/corridor. It lasts
for 2 seconds, whilst moving round to the right and
then changes into a slightly different clip.
11. This also is filmed from a camera attached to the body,
showing Avery coming up to a girl and being horrible. It
lasts for 3 seconds, and involves the no diegetic dark
soundtrack and diegetic speech from Avery saying:
“where do you think you’re going?”. There is also muffled
ambient diegetic noise from the movement of the
camera.
This is a mid close up filming a girl talking to camera man,
with hand held movement. It lasts 2 seconds, and has the
same non diegetic music continuing from previously.
Diegetic speech occurs over the top – from the boy: “is
everything okay?”, and in reply from the girl: “I just want
to go home”.
This is a clip 2 second clip filmed from an attached camera
to the body, slightly slanted upwards, showing a mid shot
of the corridor before getting nudged by Avery and the
picture jolting to focus on her. The non diegetic
soundtrack continues, as there is diegetic speech from
Avery: “bitch”. Before the image fades it has an editing
effect of contrast the deep blacks and whites from the
image.
12. This interval board is shown for 1 and a ½ seconds. It has a
white background, with black and white writing that reads:
“TO TELL THE TRUTH”. A red rectangle surrounds two
words: “the truth”. The non diegetic music track continues
to play.
This mid close up, shot from a side view showing a girl
walking holding an umbrella, lasts 4 seconds and the
camera moves closer to the girl as the clip plays. The non
diegetic music is faded slightly into the background, and
there is diegetic speech from the boy and girl: boy – “Jess,
what happened today?”, girl – “nothing”. There also
diegetic heavy breathing noises intertwined with this from
the girl.
This is a mid shot filmed from a camera attached to the
girls body, shows a boy filming her as they are walking. It
lasts a little over a second and plays the non diegetic sound
track over the top, as there is diegetic speech from the
boy: “did she talk to you today?”. There is also diegetic
ambient muffled noises of the camera moving.
13. This shot filmed from the camera attached to the girls
body, is a close up of a group of girls dragging the girl
away from her locker in the changing room. It lasts 3
seconds, and whilst the non diegetic music track plays
in the background, there is diegetic speech from
Avery saying: “guys do you smell anything?” “kinda
embarrassing I think we should take care of that”.
This shot from the same scene, is also from the body
camera (which could also be called hand held), shows a
mid close up of her being dragged into a shower in the
changing rooms. It lasts a second, and whilst the non
diegetic background music plays, there are diegetic sounds
of girls laughing.
This interval board is shown for a second, it has a white
background with black and white writing which reads:
“AND A TIME”. There is a red rectangle that surrounds
the words: ‘a time’. The non diegetic music plays in the
background, but gets stronger at this point with more
build up in bass and drum beat.
14. This shot shows a close up of the boy and girl in a
bedroom, discussing the use of a camera. The clip
lasts 2 seconds, and is filmed from a stationary
position. The non diegetic music continues in the
background, as the boy starts his diegetic dialogue
with: “I went to a little…”.
This short clip is shot from the point of view of a hand
held “spy” camera. It lasts a second and shows a shot
of the boy and girl. The non diegetic music continues
in background, as the boys diegetic dialogue
continues through this shot saying: “spy camera
store”.
This mid shot, shot from point of view of the camera
attached to the girls body (clothing). It shows Avery and
her friends in the hall way staring at the girl, and lasts a
second long as she walks past. The girl’s speech of diegetic
dialogue (from another shot), is layered over this clip and
begins to say: “I think it’s too risky”, whilst the non diegetic
music plays in the background.
15. This point of view clip showing a mid close up of Avery and
her friends looking over the girl, from the girls hand held
attached camera. The angle is slanted upwards and the
clip lasts for a second and a ½. The non diegetic music
track continues, as the diegetic dialogue from another clip
says: “can you imagine what she would do if she found
out”. The editing fades this shot into a strong contrast of
black and white, before moving to the next clip.
This interval board is shown for a second, it has a white
background with black and white writing which reads:
“TO SHOW IT”. There is a red rectangle that surrounds
the words: ‘show it’. The non diegetic music plays in the
background, with more piano that has been introduced.
This shot, which is filmed from a camera on the floor,
shows a mid close up of the boy hugging the girl. It lasts
½ a second, and has the non diegetic music playing in
the background, with diegetic dialogue from another clip
saying “if you disappeared”…
16. This mid close up from the hand held camera, shows Avery
talking very close to the girls body. It is at a slightly slanted
low angle, looking up towards Avery. It lasts for a second,
as the non diegetic dialogue continues and Avery has
diegetic speech continuing from previous shot saying: “the
world we be a better place”.
This shot is very quick, about a fraction of a second long,
shot hand held from point of view of the girl getting
bullied. It shows the group of girls sitting in front of her
throwing food at her. It flashes on the screen, with the non
diegetic music playing over it.
This clip is a close up of the girls face, as she is sat
looking into the distance with a very upset expression. It
lasts for 2 seconds, as the girl uses diegetic dialogue to
say: “I just don’t know why she hates me so much”. The
non diegetic music continues through the background.
17. These three clips flash quickly from one to the
next. In total they all together last a second
long. The non diegetic music continues in the
background as we are shown three different
shots. The first is a hand held mid close up of
Avery and her friends, chucking a possession
of the girls. The second two are close up shots
showing the online hatred the girl is receiving:
“nobody likes you”, “you’re so f****** stupid”.