Thriller film pitch
•Download as PPTX, PDF•
0 likes•129 views
1) A group of girls at school seem paranoid and are whispering about a body. One receives cryptic threatening texts from an anonymous person claiming to know their secret. 2) The girl has flashbacks and the person warns her not to tell the others, saying they can see her. She looks out the window and sees a black figure watching her. 3) The document proposes a thriller film pitch set in a school, focusing on the mystery/thriller genre for a target audience of 15-24 year olds. It suggests the school setting would allow flexibility in locations and be relatable to the target demographic.
Report
Share
Report
Share
Recommended
Point Of View
This is geared for Middle school students to help them understand point of view. It references Cynthia Rylant's "A Crush"
Proposal
A teenage boy receives a mysterious text instructing him to meet in a forest, where a killer chases and murders him. The proposal is for a short film targeting 15-20 year olds, focusing on suspense and tension as the boy is stalked and killed without explanation in the forest by an unidentified killer. Shot descriptions include the boy receiving the text, exploring the empty forest, hiding from and being found by his pursuer, and ultimately being stabbed to death.
Tipovi i Dojave za Kladionicu
The document provides tips for starting conversations with women. It advises that pickup lines are usually ineffective and come across as disingenuous. A simple "Hi" is best to open a conversation in a natural way. Compliments should be situationally appropriate and focus on clothing rather than physical appearance to avoid making the woman uncomfortable. Jokes or lines with double meanings should be avoided as well, as they often come across as forced or presumptuous. The best approach is to make an observation about the surroundings and have a genuine conversation.
Point of view powerpoint
The document discusses different points of view that can be used in writing a story. It describes first person point of view, where the narrator is a character in the story and uses pronouns like "I" and "me". It also covers third person limited point of view, where the story is told from one character's perspective using pronouns like "he" or "she". Additionally, it discusses omniscient point of view where the narrator knows all characters' thoughts, and objective point of view where only observable facts are recorded without internal perspectives. Examples are provided for each point of view.
Point of View
This document discusses point of view in narratives. There are three main points of view: first person, second person, and third person. First person uses pronouns like I and me, and the narrator is a character in the story. Second person puts the reader directly in the story using you. Third person uses pronouns like he, she and their names, and can be omniscient, limited to certain characters, or purely objective without knowing thoughts. The examples help illustrate the different types of point of view.
Narrative Point of View
The document discusses point of view (POV) in narratives. There are three main types of POV: first person, second person, and third person. First person POV involves a narrator who is a participant in the story and uses pronouns like "I" and "me". Second person POV directly addresses the reader using pronouns like "you". Third person POV involves a narrator who is not a participant and uses pronouns like "he", "she", or "they". Third person can be further divided into omniscient, limited, or objective based on what the narrator knows. The document provides examples to illustrate each type of POV.
Focus on point of view
The document discusses different points of view (POV) that can be used in fiction writing, including first person POV, third person omniscient POV, and third person limited POV. First person POV sees events through the eyes of the protagonist and creates intimacy. Third person omniscient POV allows the narrator to know all characters' thoughts and can seem god-like. Third person limited POV limits the narrator's knowledge to one character's perspective and experiences. The choice of POV influences the style and tone of the story.
Point of view Presentation
This document discusses different points of view (POVs) that can be used in writing:
1) First person POV uses pronouns like "I", "me", "my" and tells the story from the perspective of a main character. Benefits include seeing events through an important character, but the narrator may be unreliable.
2) Second person POV uses "you", presenting commands or speaking to oneself. It is rare and uses "you".
3) Third person POV can be omniscient, where the narrator knows everything, limited omniscient where the narrator can see into one character's mind, or objective where the narrator only describes without entering characters
Recommended
Point Of View
This is geared for Middle school students to help them understand point of view. It references Cynthia Rylant's "A Crush"
Proposal
A teenage boy receives a mysterious text instructing him to meet in a forest, where a killer chases and murders him. The proposal is for a short film targeting 15-20 year olds, focusing on suspense and tension as the boy is stalked and killed without explanation in the forest by an unidentified killer. Shot descriptions include the boy receiving the text, exploring the empty forest, hiding from and being found by his pursuer, and ultimately being stabbed to death.
Tipovi i Dojave za Kladionicu
The document provides tips for starting conversations with women. It advises that pickup lines are usually ineffective and come across as disingenuous. A simple "Hi" is best to open a conversation in a natural way. Compliments should be situationally appropriate and focus on clothing rather than physical appearance to avoid making the woman uncomfortable. Jokes or lines with double meanings should be avoided as well, as they often come across as forced or presumptuous. The best approach is to make an observation about the surroundings and have a genuine conversation.
Point of view powerpoint
The document discusses different points of view that can be used in writing a story. It describes first person point of view, where the narrator is a character in the story and uses pronouns like "I" and "me". It also covers third person limited point of view, where the story is told from one character's perspective using pronouns like "he" or "she". Additionally, it discusses omniscient point of view where the narrator knows all characters' thoughts, and objective point of view where only observable facts are recorded without internal perspectives. Examples are provided for each point of view.
Point of View
This document discusses point of view in narratives. There are three main points of view: first person, second person, and third person. First person uses pronouns like I and me, and the narrator is a character in the story. Second person puts the reader directly in the story using you. Third person uses pronouns like he, she and their names, and can be omniscient, limited to certain characters, or purely objective without knowing thoughts. The examples help illustrate the different types of point of view.
Narrative Point of View
The document discusses point of view (POV) in narratives. There are three main types of POV: first person, second person, and third person. First person POV involves a narrator who is a participant in the story and uses pronouns like "I" and "me". Second person POV directly addresses the reader using pronouns like "you". Third person POV involves a narrator who is not a participant and uses pronouns like "he", "she", or "they". Third person can be further divided into omniscient, limited, or objective based on what the narrator knows. The document provides examples to illustrate each type of POV.
Focus on point of view
The document discusses different points of view (POV) that can be used in fiction writing, including first person POV, third person omniscient POV, and third person limited POV. First person POV sees events through the eyes of the protagonist and creates intimacy. Third person omniscient POV allows the narrator to know all characters' thoughts and can seem god-like. Third person limited POV limits the narrator's knowledge to one character's perspective and experiences. The choice of POV influences the style and tone of the story.
Point of view Presentation
This document discusses different points of view (POVs) that can be used in writing:
1) First person POV uses pronouns like "I", "me", "my" and tells the story from the perspective of a main character. Benefits include seeing events through an important character, but the narrator may be unreliable.
2) Second person POV uses "you", presenting commands or speaking to oneself. It is rare and uses "you".
3) Third person POV can be omniscient, where the narrator knows everything, limited omniscient where the narrator can see into one character's mind, or objective where the narrator only describes without entering characters
Grade 4, unit 4, week 1, mini lesson 10
This document provides guidance for analyzing the third person point of view used in the story "Waiting for Stormy". It explains that third person point of view allows the narrator to describe the thoughts and experiences of multiple characters. It models how to identify elements that establish the third person perspective using an example from the story. It then guides students to re-read the story and identify other details revealed through the third person point of view and consider how the story might differ if told from different character's perspectives.
1st 3rd person narrative classslides
This document discusses point of view and narration in stories. It explains that there are three main points of view: first person, where the narrator uses "I"; second person, where the narrator addresses the reader as "you"; and third person, where the narrator refers to characters by name or as "he" and "she". Examples are provided for each type of narration. The document emphasizes determining the narrator's perspective in order to understand from whose point of view the story is being told.
Point of View instruction
education, writing lesson, Narrator's perspective, 1st person, 2nd person, 3rd person, language instruction, Ereading worksheets
Point of View Notes and Practice (In-Depth)
This document discusses point of view in stories. It defines three main points of view: omniscient, first-person, and third-person limited. Omniscient point of view means the narrator knows everything about all characters. First-person uses "I" and is from the perspective of a character in the story. Third-person limited focuses on the thoughts and feelings of just one character. The document provides examples of each point of view and exercises for readers to practice identifying point of view in short passages.
First second-and-third-person-lesson
This document discusses narrator perspective and point of view in stories. It explains that there are three types of narration: first-person, where the narrator is a character in the story and uses "I"; second-person, where the reader's actions are narrated using "you"; and third-person, where the narrator is outside the story and refers to characters using pronouns like "he" and "she". Examples are provided for each type of narration. The key differences between the three perspectives are summarized.
2 power point pov
The document discusses three points of view in writing:
1) First-person point of view is told from the perspective of one character using pronouns like "I" and "me".
2) Second-person point of view is rarely used and tells the story using "you".
3) Third-person point of view is the most common and uses pronouns like "he", "she", or "it" to refer to characters. It can be either third-person omniscient, where the reader knows all characters' thoughts, or third-person limited, where the perspective is of one character.
Point Of View
Investigate the different types of point of view authors use, and then test your skill at identifying them
Making Inferences for Fourth Grade
This document discusses inferences and how readers make inferences when reading. It explains that making inferences involves taking clues from the text and combining them with your own background knowledge to picture what is happening beyond just the explicit words. It provides an example of making inferences about the emotions and perspectives of characters in a cartoon based on visual clues and things left unsaid. The document encourages readers to practice making inferences to better understand implicit details and meanings in texts.
POV PowerPoint
This document discusses narrative perspective and point of view. It explains that point of view refers to the perspective from which a story is told. There are three main points of view: first person, where the narrator is a character in the story; second person, where the narrator speaks directly to "you"; and third person, where the narrator is not a character and tells other characters' stories. Within third person there are subcategories of limited, where only one character's thoughts are known; omniscient, where the narrator knows all characters' thoughts; and objective, where no characters' inner thoughts are revealed. The document provides examples and tips to help identify a narrative's point of view.
How To Develop Deep Connections
http://mindpersuasion.com/ir/
If you want to resonate with somebody on a deep level, you've got to open up yourself, and you've got to open up them. Both are these are incredibly easy. Learn How: http://mindpersuasion.com/ir
Point of-view ppt
This document discusses narrative perspective and identifying the point of view used in a story. It defines dialogue, narration, and the three main narrative perspectives: first person told from the perspective of the narrator using pronouns like I and we; second person addressing the reader with you; and third person where the narrator tells the story of other characters using pronouns like he, she, and their names. It provides examples to illustrate the differences and tips on determining the narrative perspective.
Point of-view
This document provides information about narrative perspective and how to identify the point of view used in a story. It discusses the differences between dialogue and narration, and explains the three types of third-person narration: omniscient, limited, and objective. Tips are provided for determining narrative perspective, such as checking for first or second person pronouns before worrying about the third-person type. Examples of each perspective are also included to illustrate the differences.
Making Inferences
The document discusses making inferences by drawing conclusions based on evidence and reasoning. It provides examples of inferences about characters' personalities, themes of stories, and symbols. Readers can infer character development, themes, symbols, and plot details by analyzing clues in the text and using their own thinking. Making inferences involves reading between the lines and using evidence from what is observed or read to draw conclusions. Activities are suggested for students to practice making inferences based on images, short films, and notes.
Point of View Practice/Diagnostic Quiz
This document provides a quiz on point of view in writing. It asks students to identify the point of view being used in different passages as first person, third person omniscient, third person limited, or third person objective. The quiz also asks how telling a story from the perspective of one of the goats (in first person point of view) would change the story and affect the reader.
Lesson on inferencing
The document discusses inferencing, or making assumptions based on information provided and one's own experiences. It provides examples of inferring emotions and situations from pictures of characters. Readers are encouraged to consider clues in a text and use their knowledge to infer answers to questions about a story and draw conclusions, such as inferring that a woman who stumbled on the road in the rain had been in a car accident. Good readers use inferencing to fully understand and visualize what they are reading.
First second-and-third-person-lesson
This document discusses narrator perspective and point of view in stories. It explains that there are three types of narration: first-person, where the narrator is a character in the story and uses "I"; second-person, where the reader's actions are narrated using "you"; and third-person, where the narrator is outside the story and refers to characters using pronouns like "he" and "she". Examples are provided for each type of narration. The key differences between the three perspectives are summarized.
Making inferences
Here are the inferences I drew from the passage:
1. Geoffrey is going to a business meeting or appointment. The passage mentions he is going to his "appointment" and is bringing extra pens and pencils. This implies it is a professional setting.
2. At his appointment there will likely be a speaker or presentation. Geoffrey bringing extra writing tools implies he expects to take notes on whatever is discussed.
3. The appointment does not seem to be for a medical reason or to fill out forms, as those scenarios are not mentioned or implied.
4. Therefore, the most logical inference is that Geoffrey needs the extra pens and pencils to take notes on the speaker, as stated in answer choice b.
Drafting 2
The document discusses three potential trailer ideas for a film project. The first idea involves friends investigating a supposedly haunted school at night. The second centers on bullies who drive a girl to suicide and then search for her in the woods. The third and chosen idea involves two girls getting lost and stalked in the woods while camping. Feedback from peers indicated they preferred the third idea because it combined horror and suspense around a mysterious stalker character.
Making Inferences
This document discusses inferences and how readers use inferencing skills when reading. It provides examples to illustrate how readers can infer information that is not directly stated by looking at pictures and passages and using their background knowledge and experiences to make logical assumptions. Specifically, it shows how readers can infer that: 1) Lucy in the cartoon is angry based on her facial expression and words; 2) Lucy thinks she is more mature than others based on her statement; and 3) the girls in the picture are friends going shopping based on visual cues. It encourages readers to actively question and make judgments about what they read through inferencing.
A2 Media - Drafting Of Ideas
The document discusses three potential trailer ideas for a film project. Trailer 1 involves friends investigating a supposedly haunted school at night. Trailer 2 involves bullies who torment a girl until she disappears in the woods. Trailer 3 involves two girls getting lost and stalked in the woods during a forest party. The author chose Trailer 3 after surveying 30 students and family members, who preferred its horror and suspense elements involving a stalker in the woods.
Assignment 8 individual presentation
The document summarizes a student's plans for an individual horror film presentation. It describes how the opening sequence will depict a student discovering a bloody scene in a haunted school building. It explains that the sequence was inspired by films like The Ring and The Haunting in Connecticut. It includes storyboards and discusses achieving suspense through not revealing what is discovered until the end. The target audience is teenagers and older horror fans. Feedback from a test audience was positive overall.
Assignment 8 individual presentation draft 2
The document summarizes a student's plans for an individual horror film presentation. It describes choosing the horror genre to shock and terrify audiences. It discusses conventions like gore, ghosts, and psychological elements. Films like The Ring and Rosemary's Baby inspired scenes using lighting, zooms, and reactions to create suspense. The opening sequence involves a student discovering a body in a school, leaving the viewer to imagine what was seen. Feedback found the sequence successfully generated suspense and mystery.
More Related Content
What's hot
Grade 4, unit 4, week 1, mini lesson 10
This document provides guidance for analyzing the third person point of view used in the story "Waiting for Stormy". It explains that third person point of view allows the narrator to describe the thoughts and experiences of multiple characters. It models how to identify elements that establish the third person perspective using an example from the story. It then guides students to re-read the story and identify other details revealed through the third person point of view and consider how the story might differ if told from different character's perspectives.
1st 3rd person narrative classslides
This document discusses point of view and narration in stories. It explains that there are three main points of view: first person, where the narrator uses "I"; second person, where the narrator addresses the reader as "you"; and third person, where the narrator refers to characters by name or as "he" and "she". Examples are provided for each type of narration. The document emphasizes determining the narrator's perspective in order to understand from whose point of view the story is being told.
Point of View instruction
education, writing lesson, Narrator's perspective, 1st person, 2nd person, 3rd person, language instruction, Ereading worksheets
Point of View Notes and Practice (In-Depth)
This document discusses point of view in stories. It defines three main points of view: omniscient, first-person, and third-person limited. Omniscient point of view means the narrator knows everything about all characters. First-person uses "I" and is from the perspective of a character in the story. Third-person limited focuses on the thoughts and feelings of just one character. The document provides examples of each point of view and exercises for readers to practice identifying point of view in short passages.
First second-and-third-person-lesson
This document discusses narrator perspective and point of view in stories. It explains that there are three types of narration: first-person, where the narrator is a character in the story and uses "I"; second-person, where the reader's actions are narrated using "you"; and third-person, where the narrator is outside the story and refers to characters using pronouns like "he" and "she". Examples are provided for each type of narration. The key differences between the three perspectives are summarized.
2 power point pov
The document discusses three points of view in writing:
1) First-person point of view is told from the perspective of one character using pronouns like "I" and "me".
2) Second-person point of view is rarely used and tells the story using "you".
3) Third-person point of view is the most common and uses pronouns like "he", "she", or "it" to refer to characters. It can be either third-person omniscient, where the reader knows all characters' thoughts, or third-person limited, where the perspective is of one character.
Point Of View
Investigate the different types of point of view authors use, and then test your skill at identifying them
Making Inferences for Fourth Grade
This document discusses inferences and how readers make inferences when reading. It explains that making inferences involves taking clues from the text and combining them with your own background knowledge to picture what is happening beyond just the explicit words. It provides an example of making inferences about the emotions and perspectives of characters in a cartoon based on visual clues and things left unsaid. The document encourages readers to practice making inferences to better understand implicit details and meanings in texts.
POV PowerPoint
This document discusses narrative perspective and point of view. It explains that point of view refers to the perspective from which a story is told. There are three main points of view: first person, where the narrator is a character in the story; second person, where the narrator speaks directly to "you"; and third person, where the narrator is not a character and tells other characters' stories. Within third person there are subcategories of limited, where only one character's thoughts are known; omniscient, where the narrator knows all characters' thoughts; and objective, where no characters' inner thoughts are revealed. The document provides examples and tips to help identify a narrative's point of view.
How To Develop Deep Connections
http://mindpersuasion.com/ir/
If you want to resonate with somebody on a deep level, you've got to open up yourself, and you've got to open up them. Both are these are incredibly easy. Learn How: http://mindpersuasion.com/ir
Point of-view ppt
This document discusses narrative perspective and identifying the point of view used in a story. It defines dialogue, narration, and the three main narrative perspectives: first person told from the perspective of the narrator using pronouns like I and we; second person addressing the reader with you; and third person where the narrator tells the story of other characters using pronouns like he, she, and their names. It provides examples to illustrate the differences and tips on determining the narrative perspective.
Point of-view
This document provides information about narrative perspective and how to identify the point of view used in a story. It discusses the differences between dialogue and narration, and explains the three types of third-person narration: omniscient, limited, and objective. Tips are provided for determining narrative perspective, such as checking for first or second person pronouns before worrying about the third-person type. Examples of each perspective are also included to illustrate the differences.
Making Inferences
The document discusses making inferences by drawing conclusions based on evidence and reasoning. It provides examples of inferences about characters' personalities, themes of stories, and symbols. Readers can infer character development, themes, symbols, and plot details by analyzing clues in the text and using their own thinking. Making inferences involves reading between the lines and using evidence from what is observed or read to draw conclusions. Activities are suggested for students to practice making inferences based on images, short films, and notes.
Point of View Practice/Diagnostic Quiz
This document provides a quiz on point of view in writing. It asks students to identify the point of view being used in different passages as first person, third person omniscient, third person limited, or third person objective. The quiz also asks how telling a story from the perspective of one of the goats (in first person point of view) would change the story and affect the reader.
Lesson on inferencing
The document discusses inferencing, or making assumptions based on information provided and one's own experiences. It provides examples of inferring emotions and situations from pictures of characters. Readers are encouraged to consider clues in a text and use their knowledge to infer answers to questions about a story and draw conclusions, such as inferring that a woman who stumbled on the road in the rain had been in a car accident. Good readers use inferencing to fully understand and visualize what they are reading.
First second-and-third-person-lesson
This document discusses narrator perspective and point of view in stories. It explains that there are three types of narration: first-person, where the narrator is a character in the story and uses "I"; second-person, where the reader's actions are narrated using "you"; and third-person, where the narrator is outside the story and refers to characters using pronouns like "he" and "she". Examples are provided for each type of narration. The key differences between the three perspectives are summarized.
Making inferences
Here are the inferences I drew from the passage:
1. Geoffrey is going to a business meeting or appointment. The passage mentions he is going to his "appointment" and is bringing extra pens and pencils. This implies it is a professional setting.
2. At his appointment there will likely be a speaker or presentation. Geoffrey bringing extra writing tools implies he expects to take notes on whatever is discussed.
3. The appointment does not seem to be for a medical reason or to fill out forms, as those scenarios are not mentioned or implied.
4. Therefore, the most logical inference is that Geoffrey needs the extra pens and pencils to take notes on the speaker, as stated in answer choice b.
Drafting 2
The document discusses three potential trailer ideas for a film project. The first idea involves friends investigating a supposedly haunted school at night. The second centers on bullies who drive a girl to suicide and then search for her in the woods. The third and chosen idea involves two girls getting lost and stalked in the woods while camping. Feedback from peers indicated they preferred the third idea because it combined horror and suspense around a mysterious stalker character.
Making Inferences
This document discusses inferences and how readers use inferencing skills when reading. It provides examples to illustrate how readers can infer information that is not directly stated by looking at pictures and passages and using their background knowledge and experiences to make logical assumptions. Specifically, it shows how readers can infer that: 1) Lucy in the cartoon is angry based on her facial expression and words; 2) Lucy thinks she is more mature than others based on her statement; and 3) the girls in the picture are friends going shopping based on visual cues. It encourages readers to actively question and make judgments about what they read through inferencing.
A2 Media - Drafting Of Ideas
The document discusses three potential trailer ideas for a film project. Trailer 1 involves friends investigating a supposedly haunted school at night. Trailer 2 involves bullies who torment a girl until she disappears in the woods. Trailer 3 involves two girls getting lost and stalked in the woods during a forest party. The author chose Trailer 3 after surveying 30 students and family members, who preferred its horror and suspense elements involving a stalker in the woods.
What's hot (20)
Similar to Thriller film pitch
Assignment 8 individual presentation
The document summarizes a student's plans for an individual horror film presentation. It describes how the opening sequence will depict a student discovering a bloody scene in a haunted school building. It explains that the sequence was inspired by films like The Ring and The Haunting in Connecticut. It includes storyboards and discusses achieving suspense through not revealing what is discovered until the end. The target audience is teenagers and older horror fans. Feedback from a test audience was positive overall.
Assignment 8 individual presentation draft 2
The document summarizes a student's plans for an individual horror film presentation. It describes choosing the horror genre to shock and terrify audiences. It discusses conventions like gore, ghosts, and psychological elements. Films like The Ring and Rosemary's Baby inspired scenes using lighting, zooms, and reactions to create suspense. The opening sequence involves a student discovering a body in a school, leaving the viewer to imagine what was seen. Feedback found the sequence successfully generated suspense and mystery.
Thriller genre
dwhjebhsdbidb bfhfbd dhdd dhbd djdbd euiwwwwwww euiwwwwwwb euifff ueiwfvv fyehv fewyhiv weuweuweuweuweuweuweuweuweuweuweuweuweuweuweuf jwefvb fewhbhjibffffffffffffffffdeb fueiwggggggg efdgfbgfgfgfdefv
Thriller genre
The document discusses the thriller genre. It defines thrillers as focusing on suspense, anticipation, and surprise, keeping the audience guessing. Thrillers usually involve a protagonist trying to solve a crime or restore order after something disrupts their life, such as a family member being abducted. Examples given include Taken, Dream House, and Prisoners. Stereotypical thriller characters include families stopping at nothing to rescue abducted children, and protagonists out to punish antagonists. Common props include weapons used to create suspense. The author chose to focus on the action thriller genre because they are passionate about it and have viewed many examples, giving them an advantage to create an original opening sequence.
You're not alone
Michael and 4 friends decide to contact the supernatural using a Ouija board out of curiosity to liven up their normal lives. They make contact with Elizabeth, a child poltergeist who knows their inner fears and proceeds to make their lives a living hell. Paranoia and death befall the group as Elizabeth makes their worst nightmares a reality. The film draws inspiration from Poltergeist and Carrie in its use of a haunting entity that feeds on fear and its teenage protagonists. Scenes in the trailer show the friends discussing contacting the supernatural, their attempt using the Ouija board, and things starting to go wrong for each character as they become haunted.
First Presentation
The document discusses ideas for horror, thriller, and psychological thriller films. It proposes ideas for storylines involving a vampire attacking a teenage girl on social media, a janitor seeking revenge on bullying students, and two friends accidentally summoning an evil spirit. It also discusses conventions of the horror genre, target audiences, and considerations around violence and scary content for younger viewers.
Question 4
1) The target audience for thrillers is ages 15+ according to research, as thrillers appeal to both males and females through relatable characters and themes that interest different audiences.
2) A key appeal is the use of suspense and tension through constant plot twists that keep audiences on the edge of their seats, especially in psychological thrillers.
3) The document discusses how thrillers can relate to a wide range of audiences and considers 15-30 years old as the target demographic, encompassing crime, mystery, and psychological thriller elements.
Individual ideas
1. Four ideas for psychological thriller openings are presented, focusing on themes of revenge and mental illness.
2. The first idea involves a girl with dissociative identity disorder digging in the woods and flashing back to a mysterious relationship while hints are given about her unstable mental state.
3. The second centers on a bullied girl who stalks and seeks revenge against her two main tormentors by killing one.
4. The third switches the gender roles, showing a woman enacting psychological revenge against a man who cheated on and drove her crazy.
5. The fourth depicts an unknown girl orchestrating the kidnapping and torture of a boy who publicly humiliated his ex-girlfriend, with flashbacks
Four ideas all togther
The document contains 4 ideas for thriller film openings from different students:
1. A psychological thriller opening focusing on a girl with dissociative identity disorder who is digging in the woods and experiencing flashbacks, leaving clues something is wrong without revealing what.
2. A revenge thriller opening where a bullied girl stalks and plans to kill the girls who bully her after they humiliate her at school.
3. A revenge thriller with a rural setting where a woman seeks revenge on the man who cheated on and destroyed her by manipulating and torturing him psychologically.
4. A psychological revenge thriller opening set in London where flashbacks reveal a girl's plan for revenge against her ex-boy
Thriller opening pitch
The document outlines a psychological thriller film pitch that focuses on building suspense and tension. It will target a young audience aged 16-24 who frequently watch thrillers. The opening scene takes place outside a restaurant at night, where four girls finish dinner. As three of the girls leave one way, the fourth goes alone in the streets and hears footsteps following her. She is later killed by a shadowed figure. Her three friends then receive a text threatening them, while the news reports the girl's death as a suicide. The pitch aims to start with a normal scene and build suspense that something bad will happen.
Thriller opening pitch
The document outlines a psychological thriller film pitch that includes:
- The sub-genre of psychological thriller will be used to create mystery, drama, and build suspense through the abnormal psychological state of a character.
- The target audience is young people aged 16-24 who frequently watch thrillers and can relate to young characters.
- The setting is outside a restaurant at night to start in a normal scene before danger arises and suspense/tension build later on as the character becomes isolated.
- The opening scene idea involves four girls leaving a restaurant, three going one way while the fourth goes alone and is killed by a shadowed figure, with her friends receiving a threatening text saying "you're next
Question 5
This document discusses how to target the intended audience for a film project. It aims its thriller genre film at males and females ages 40-55. The opening title sequence uses fading characters and an eerie sound to set the thriller genre and build tension. It then shows a train station introducing themes of mental health and schizophrenia. The title is revealed in smoky writing that fades, creating mystery. The first scene shows the main character in therapy, sympathizing with her struggles and hinting at deeper problems, building suspense. Later scenes create a sense of urgency and confusion by showing a mysterious figure and leaving the main character alone in the park. The last scene uses props and whispers to imply the therapist may have mental health issues
The pitch
The document provides details about a student's plans for creating a horror film trailer that combines psychological and supernatural horror. The student aims to create the scariest trailer possible that will haunt viewers' thoughts. They outline a plot involving a woman whose young daughter becomes possessed by the soul of the woman's aborted fetus. Strange events ensue that cause the woman's husband and others to question her sanity. The student provides conventions and elements they will include, describes their target audience, and asks for feedback on the basic plotline.
My pitch
The document discusses genres and identifies the author's preferred genre as supernatural thriller. It then outlines a narrative for a supernatural thriller film opening, which involves three friends witnessing one friend's possession and death by a demon in the woods. The narrative is divided into two parts, with the first part describing the initial incident and the second part covering the girls' investigation two months later to find evidence and avenge their friend's death. Key details are provided on the inspiration for the opening scene from other films. The target audience is also identified as males and females aged 15-25 of various social classes, made broader by the inclusion of supernatural and action sub-genres.
Question 2
The document discusses how a film represents particular social groups through its characters. It focuses on two social groupings portrayed in the film's opening: a young girl dressed in pink onesie who plays with dolls, and her 19-year-old sister dressed in a casual outfit who cares for her younger sister. Mise-en-scene and camerawork are used to represent the different perspectives and behaviors of each age group. The film aims to conform to horror movie conventions so viewers can relate to the familiar stereotypes.
Media questions
This document contains an essay response from Clarissa Shulungu discussing their opening film sequence and characters. The key characters are a little girl presented with a demonic toy and a mysterious man of unknown identity. The little girl represents innocence corrupted by evil influences, shown through close-ups and changes in behavior. The mysterious man embodies mystery and evil for providing the toy. The characters are compared to those in the film "The Possession" for similar portrayals of possession. The intended audience is ages 15 and older, targeting females for their ability to relate to challenges faced by young girls. Elements like mystery, suspenseful music, and unnatural occurrences align with audience expectations of the thriller genre.
Task 12 opening sequence draft 1
The document describes the key steps in developing a psychological thriller film. It begins with establishing the main character as a law student who becomes unexpectedly pregnant and faces disapproval from her mother and friend. In an emotionally charged moment after an argument, she is struck by a car and wakes up with amnesia. To regain her memories and understand her current situation, she must find her diary that documents the events leading up to the accident. The opening scene would set up this dilemma for the main character and disruption of her life that drives the narrative.
Pitch for movie trailer
The document discusses plans for a supernatural horror movie trailer targeting 15-year-olds and above. It will follow the genre conventions of quick cuts between clips that build suspense. The plot involves three girls who find a mysterious key in the woods that unleashes supernatural events. Ghostly twin figures appear when the key is mentioned. The key leads the girls to an abandoned house or tower at the end. Cutting between clips of the growing paranormal activity centered around the key is intended to intrigue viewers about where the key ultimately leads.
Question 4
The target audience for the media product is male and female young people aged 15 and older. The intended certification of 15 means those older could also understand the storyline. Females may relate to or empathize with the vulnerable female character. Males would likely be interested in the action and danger elements. The audience would enjoy the thriller conventions and find it satisfies their needs for entertainment.
Similar to Thriller film pitch (20)
More from KeeraGustave
Our thriller project presentation
The document discusses a thriller film project created by four girls. It includes a trailer for the film, which shows the characters panicking and placing blame. The document also discusses a magazine cover and film poster created for the project. Both the cover and poster were inspired by the TV show Pretty Little Liars and feature mysterious images of the four main characters. Feedback on the pros and cons of the trailer, magazine cover, and film poster is provided.
Pitch
The document outlines four students' ideas for a thriller/mystery film trailer. Sonila proposes a story about a girl murdered by her father while others suspect her mother. Shanice's idea involves friends covering up a murder at a dinner party. Keera's centers on a girl stalked after something she did over the summer. Valjeta's is set on a train where a man threatens some girls. The group then combines elements into a final synopsis about girls confessing their dislike of a boy who is later found dead. They discuss target audience, props, locations, permissions and safety for filming their teaser trailer. Roles for each student are assigned, along with ideas for individual posters, a joint magazine, and
Textual Analysis of Film Magazine Covers
The document describes the layout and design elements of magazine covers. Key elements include the masthead at the top to identify the brand, the main image in the center featuring the topic, cover lines providing additional information, and consistent colors being used across issues to reinforce the brand. Placement of elements draws attention to what is most important and ensures visibility in stores.
Thriller Film Opening Pitch
The group decided on an opening scene for their thriller film involving the murder of one of four girls. The scene would begin with the girls having dinner at a cafe before one girl is followed and murdered alone on a dark street. Her three friends would then receive a threatening text message. The film would cut to a dark room with photos of the girls on display, and the murderer would cross off the murdered girl upon hearing news of her "suicide" on the radio. The target audience for the psychological thriller would be 16-20 year olds, and filming locations would include a cafe near Marks Gate and the school drama room to represent the dark room. Props would involve fake weapons and photos, and permissions would need to be
Thriller forms and conventions
This document summarizes key elements of the thriller film Enemy of the State. It outlines the iconography, characters, audio-visual style, narrative, and themes of the film. The main characters are Robert, a lawyer pursued by the NSA, and Rachel, his former love interest who works as an informant. The film uses elements like spy technology, guns, helicopters, and cars. It also employs techniques such as high key lighting, short takes, and diegetic/non-diegetic sounds. The narrative involves the assassination of a high-profile man and numerous chase scenes as Robert holds evidence of the assassination. Central themes are corruption in the NSA and politics, as well as murder, crime, and injustice.
Thriller forms and conventions-Leon
The document provides a plot summary and analysis of the thriller film Leon. It summarizes that the film is about a 12-year-old girl, Mathilda, whose family is killed by corrupt police officers. She seeks help from her neighbor Leon, a hitman, who reluctantly takes her in. Mathilda learns Leon's skills as a hitman to seek revenge for her family. Leon comes to see Mathilda as a daughter and protects her from the police officer who killed her family. In the climax, Leon sacrifices himself to save Mathilda, leaving her his money so she can get her life back on track.
Demographic Research
This document discusses how demographics such as gender, age, and job status can help filmmakers create thriller films targeted at specific audiences. It provides statistics that show that more women than men watch thriller films, likely because women often go to the cinema in groups, while men typically go with a partner. It also shows that those age 50+ are more likely to watch thriller films than those ages 14-17, possibly because older people have more free time and disposable income. Additionally, it notes that those with lower-class jobs like students have less money and time to see films compared to those with higher-class jobs like lawyers and bankers. The document suggests filmmakers can use these demographic details to cater aspects of thriller films to
More from KeeraGustave (7)
Recently uploaded
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdPhilippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Recently uploaded (20)
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Thriller film pitch
- 1. Thriller Film Pitch Keera Gustave-Balaam
- 2. My Idea A group of girls are whispering before class looking paranoid. You can hear bits and pieces of their conversation about a body. They go to class and start their work silently; then one of the girls get a text message from an anonymous person saying they know the secret. She has flashbacks in small glimpses of what the girls did. She brushes it off. She gets another text telling her to never underestimate them and she gets an uneasy feeling. The person tells her to calm down and not to give it away to the rest of the girls. The girl asks how they know she is freaking out and they say they can see her; she looks out of the window and sees a black figure in the distance. The girl looks around scared and looks back to the window and the figure has disappeared. Setting The setting I will use is a school setting as it is the most relatable setting for the target audience to relate to. In a school there are different locations that I could use with flexibility.
- 3. Sub-Genre Sub-genre I have chosen: Mystery thriller This is because within the mystery genre there are a lot of different possible plot lines to run with. In the mystery sub genre there are a lot of plot twists and suspense and when I watch thrillers I enjoy trying to solve mysteries and seeing twists. In mysteries you have a chance to explore your protagonist and their life but the antagonist is usually hidden until the end. Then we usually explore their lives and their motives.
- 4. Target audience Target Audience: 15-24 years old My target audience is young adults from the ages 15 to 24. Since I am around the same age as my target audience I know what they can relate to; I can include these features when making my thriller film opening ensuring I have them watching it. I will include themes that interest the target audience such as, current songs, fashion they can relate to and relatable situations. From my past demographic research I know that my target audience are the age range that love thrills and feeling the suspense. Their mind is the most active so they like figuring out situations and putting themselves in the characters place to relate to them.
- 5. Setting The setting I will use is a school setting as it is the most relatable setting for the target audience to relate to. In a school there are different locations that I could use with flexibility.