After watching the final edit of our film opening, Abbie and I agree that we are very pleased with the final project. We feel that our hard work and efforts are obvious in our final production of 'the delinquent. I personally think that we thought carefully about all elements in our film, including mise-en-scene, lighting, sound and camera angles and shots and i think that this consideration is shown in our work.
However, if Abbie and I were given the chance to do this project again, there are a few minor details that i would like to correct. From this feedback:
Greg Potter said...
"wow! firstly that was a great opening sequence to a film you can relate this piece to several other horror movies. The use of camera work to keep the killer a secret was excellent, the shot when the teacher turns around was quality. I was also very impressed with the use of zoom the way you zoomed in to show the reaction of the teacher before zooming out again was very effective. The one and only bit of critism is when the teacher is in the classroom she isnt wearing glasses but when she leaves the classroom she is, apart from that a very effective piece of film."
05 March 2009 19:52
Mirzo said...
"WOW.. well DONE !!! That is an excelent intro of the movie. I can tell it is Horror. The lighting and the location used was very good. The soundtrack kicked in at the right time which is quite creepy and creates tension. The camera movement was great so as the sound effects. The zooming was a little not stable. It could have been even better if you added some transitions duting editing. As greg mentioned about the glasses that confuses people a little. Other than that i thought filming was great and effective."
08 March 2009 22:06
HannahRoyall said...
"Wow that was really good. You really did capture the whole horror aspect. I liked that you used a variety of shots and angles. Also the music went really well. However to improve i noticed that in the classroom lacey wasnt wearing glasses and once she was out she was. It seemed unrealistic. Finally one more thing was i dont know if you would see the whole body shot of the 'killer' in the begining of the film.But i really did engjoy your film."
10 March 2009 10:16
Emily Harries said...
"That was so good girls :) The different camera shots and angles you used looked really good. The tension that is created is great you dont know what is going to happen at the end to the teacher and it leaves you in suppense and makes you want to see it. As everyone else said the only critisism is that the teacher is wearing glasses when she leaves."
10 March 2009 10:25
Zoë Benjafield said...
"i'm actually shocked, that was fantastic. I love the use of zoom within your production , how it enables us to instantly see the fear in the teachers eyes.The music you used really added tention, building up to the end shot of Cat.I thought the story was orginal, and very creative too."
10 March 2009 21:10
Rachel, Lucy, Nikki and Helen said...
"Hello, I really want to watch the rest of your film now! I think the music that you have used to build suspense is very effective but not too over the top. I also like that you only show parts of the delinquent and not the whole delinquent until the end of you scene. I think that filming it at night defienatly makes it seem scarier and I think that that was very clever.I like the match on action shot of Lacey opening the door, also i like way the the digetic sound of the door squeeking adds tension.I like the zoom shots, they keep the shots varied and interesting Well done !"
22 March 2009 13:01
Greg Potter said...
"The Mise-en-Scene in this piece is used very effectively, it is not clear at the beginning as the news reader scene plays the part of setting a scene rather than explaining the genre, but the moment you capture even a glimpse of the "Delinquent" it becomes clear that this is a Horror/Thriller movie.This is clear due to the quiet eery corridors where all you can hear is the echoes of footsteps and creaking doors. When we are shown the evil character we know this because of the evil dragging foot walk and out of place white clothing."
From this commentry from our media studies friends, it is possible to conclude that if given a chance to improve, continuity would be an element to focus on. This is because a very obvious mistake was made by having a shot of the teacher character walking through the classroom to the door without glasses and the next shot of the teacher walking out of the classroom door with the glasses on. This disorientates the audience, as some have said above.
One person mentioned that there was shuddery camera work. Although Abbie and I noticed this when editing, at that point in production, it was too late to do anything about. Therefore, if given the chance to make the film again, we would use a diffirent camera, more adapt to moving around quickly!
One further point i think anyone was too polite to mention is that our selection of music was really a very obvious choice. By this I mean that the music is from quite a popular horror film, so was quite easy to find.
However, as Abbie and I had only a limited amount of time to look for non-diegetic sound, it was difficult to find anything more obscure and less well known. So if given the chance to redo the 'delinquent', I would like to spend more time looking for a sound track.
By Catherine Gough
Wednesday 22 April 2009
Progression from ' The Rush' to our main task, 'Delinquent'
This was Abbie and I's first preliminary task. We were given the idea to do something very basic that allowed us to gain some experience with the camera equipment and the editing equipment. I think that this helped us greatly in the main task, not simply with the experience it gave us with the camera equipment and the editing technology, but also with the knowledge it gave us with different shots, angles and lighting.
I have already discussed the errors we made in this preliminary task. These include:
I have already discussed the errors we made in this preliminary task. These include:
- Shots used are too short, in terms of time, when they should not be. For example, the over the shoulder(OTS) shot of the girl sending the text message transcends from an OTS to a zoom close-up so quickly that it may discomfort the audience. This should be avoided in order to gain more of a professional film.
- Sound should remain under control. In this film, there is a great deal of unrelated diegetic sound from our fellow media students and other members of the school. This has quite an unprofessional effect on the film!
- The lack of continuity in this film, with Abbie's clothing for example, may confuse the audience
- One of the most apparent mistakes in this film is my inadequate camera knowledge. When Abbie walks down the stairs, for example, i zoomed in too quickly, and had to zoom out again. This has an effect of making the entire production look quite amateur like.
I feel that we didn't make any of these mistakes in 'Delinquent' because we learnt from these.
Some comments on this preliminary film include:
"There was a good use of zooming to emphysise on certain things, especially on the mobile phone. Paning and tracking shots were used well to show the setting and to show where the charactors were going. To maybe improve on this work, you could try and keep a steady camera when using the tracking shots and to make the zooming shots at a more consictant pace than being quite jerky." Nilesh Patel
"I really like your use of zoom, and the shots are faded out well, this links the shots together nicely. I think the tracking shots need to be slightly smoother and diagetic or non diagetic sound would be lovely." John Radley
By Catherine Gough
Tuesday 21 April 2009
Progression from 'Late Arrival' exercise to 'Delinquent'
Our preliminary task of the 'Late Arrival', our second ever attempt at filming. Even several months ago, we were training to complete a two minute opening of a chase, as in both preliminary exercises, Abbie and I used an intense atmosphere to create a chase scene.
This preliminary task helped us greatly in the main task, not simply with the experience it gave us with the camera equipment and the editing technology, but also with different camera shots, angles and how the composition of shots is an important part of making a film. This experience is prominent and evident in our 'Delinquent' film, in the shot of the teacher walking down the stairs, which is shot from above, showing the character's vunerablility.
The preliminary also gave Abbie and I the oppertunity to make mistakes that we could later learn from.
Two errors in this preliminary exercise include the continuity problem. This was shown with the watch used. Although not very obvious, this lack of continuity with the two different types of watches was still apparent, and Abbie and I learnt to avoid this in our final project, almost entirely! Continuity was still an issue, however, as the teacher was wearing glasses in one shot, and was not wearing glasses in the very next shot. This disorientated the viewer, and detracts from the overall excellence of the film.
A further error with the preliminary was with the camera work. As Abbie mentioned in an earlier post, one of the shots in 'Late Arrival', a zoom from an over-the-shoulder shot to a close up of the character's hand, was very jerky. This shot was very jerky, and made the audience feel disorientated.
We therefore took note of this, and whilst filming 'Delinquent', we ensured that all camera work was steady, aside from shots that were required to be shakey. This contributed greatly to the overall proffessional look to our film.
Some comments on this preliminary film include:
Editing
"I like the idea of the transition being like the clock face." Zoe Benjafield
"It seemed to flow really well, nothing seemed out of piece either." Zoe Benjafield
"This piece is a clean little piece of filming, the editing moves nicely along with the scene" Greg Potter
Sound
"The music flows really well, hearing the clock tick-tock." Zoe Benjfield
"The soundtrack and diagetic sound also creates an eerie atmosphere which perfectly suits the mood. " Matt Harrop
Mise-en-scene
"The mise-en-scene also works effectively as the acters look like the characters they are portraying." Matt Harrop
"the sense of realism is constantly brought to my attention, with the use of technology being used by the students like their constant use of the mobile phones and the typical "student" clothing is worn which does give you a feeling that these are actual students in this film."
Camera work
"The use of the close up of the hand tapping on the table was really effective too." Zoe Benjafield
"i really like the end shot which exposes the fear on the characters face." Matt Harrop.
These are all very positive comments! Although, Abbie and I were more critical with the faults of the film, such as the jerky camera and the lack of continutity. This meant that we effectively allowed our film to improve, as we knew we had to improve on the aforementioned points to create a good final piece.
By Catherine Gough
This preliminary task helped us greatly in the main task, not simply with the experience it gave us with the camera equipment and the editing technology, but also with different camera shots, angles and how the composition of shots is an important part of making a film. This experience is prominent and evident in our 'Delinquent' film, in the shot of the teacher walking down the stairs, which is shot from above, showing the character's vunerablility.
The preliminary also gave Abbie and I the oppertunity to make mistakes that we could later learn from.
Two errors in this preliminary exercise include the continuity problem. This was shown with the watch used. Although not very obvious, this lack of continuity with the two different types of watches was still apparent, and Abbie and I learnt to avoid this in our final project, almost entirely! Continuity was still an issue, however, as the teacher was wearing glasses in one shot, and was not wearing glasses in the very next shot. This disorientated the viewer, and detracts from the overall excellence of the film.
A further error with the preliminary was with the camera work. As Abbie mentioned in an earlier post, one of the shots in 'Late Arrival', a zoom from an over-the-shoulder shot to a close up of the character's hand, was very jerky. This shot was very jerky, and made the audience feel disorientated.
We therefore took note of this, and whilst filming 'Delinquent', we ensured that all camera work was steady, aside from shots that were required to be shakey. This contributed greatly to the overall proffessional look to our film.
Some comments on this preliminary film include:
Editing
"I like the idea of the transition being like the clock face." Zoe Benjafield
"It seemed to flow really well, nothing seemed out of piece either." Zoe Benjafield
"This piece is a clean little piece of filming, the editing moves nicely along with the scene" Greg Potter
Sound
"The music flows really well, hearing the clock tick-tock." Zoe Benjfield
"The soundtrack and diagetic sound also creates an eerie atmosphere which perfectly suits the mood. " Matt Harrop
Mise-en-scene
"The mise-en-scene also works effectively as the acters look like the characters they are portraying." Matt Harrop
"the sense of realism is constantly brought to my attention, with the use of technology being used by the students like their constant use of the mobile phones and the typical "student" clothing is worn which does give you a feeling that these are actual students in this film."
Camera work
"The use of the close up of the hand tapping on the table was really effective too." Zoe Benjafield
"i really like the end shot which exposes the fear on the characters face." Matt Harrop.
These are all very positive comments! Although, Abbie and I were more critical with the faults of the film, such as the jerky camera and the lack of continutity. This meant that we effectively allowed our film to improve, as we knew we had to improve on the aforementioned points to create a good final piece.
By Catherine Gough
Institution
It is necessary to take into consideration the kind of media institution which might distribute our product.
As our product is a horror/thriller film, I have researched the British Film Institution's participation with horror or thriller films.
This research has provided me with the knowledge that the BFI has had a vast history of both thriller and horror films, from the Lumière brothers' thriller in 1895 to Jonathan Glazer's Sexy Beast (2000). This suggests that the BFI may be the appropriate institution to distribute our film product, 'delinquent', as the institution's history suggests that it has great experience with the distribution of thriller films, and would therefore suit our film, the delinquent. A film that aims to bring about a thrill within the audience of ignorance of what will happen. This is similar to the films that the BFI advocates, such as The 39 Steps, Brighton Rock and The Lodger.
By Catherine Gough
As our product is a horror/thriller film, I have researched the British Film Institution's participation with horror or thriller films.
This research has provided me with the knowledge that the BFI has had a vast history of both thriller and horror films, from the Lumière brothers' thriller in 1895 to Jonathan Glazer's Sexy Beast (2000). This suggests that the BFI may be the appropriate institution to distribute our film product, 'delinquent', as the institution's history suggests that it has great experience with the distribution of thriller films, and would therefore suit our film, the delinquent. A film that aims to bring about a thrill within the audience of ignorance of what will happen. This is similar to the films that the BFI advocates, such as The 39 Steps, Brighton Rock and The Lodger.
By Catherine Gough
Sunday 29 March 2009
Further evaluation of Delinquent
Sound
The diegetic sound of the news reader's piece stands alone - no other sounds can be heard aside from the news reader's voice. This was done in order to allow no distractions from the piece, encouraging the audience to concentrate fully on what is being said by the news reader.
When the delinquent walks towards the school building, the diegetic breathing increases the tension as the sound of the breathing creates an eeriness that could be symbolic of the delinquent's long journey from the 'secure unit'.
The lack of sound when the camera zooms in to the teacher's face is used in order to exacerbate the noise of the delinquent crashing against the door, creating a sense of foreboding within the audience, as the prospects of the teacher begin to seem increasingly negative.
The non-diegetic sound of Halloween by John Carpenter begins, layered with the diegetic sound of the teacher opening her bag. The high pitched and fast paced non diegetic sound of the piano reflects the high speed exit from the school that the teacher must make.
The synchronous sound of the door being opened corresponds with the image on screen and the creak heightens tension, however, restricts the continuity of the piece, as this squeak is not continued through to the next shot, detracting from the reality of the piece.
When the non-diegetic sound fades, the diegetic sound of other people around the school ruins the effect quite significantly, but the intention was to stop the music to signify that something symbolic was about to happen, heightening suspense of the film. The synchronous sound, alone, of her shoes also heightens this suspense.
The scuffing sound following this is almost evidence for the audience and for the teacher that the delinquent is there, and not simply a suspicion, emphasising the thriller genre.
The non-diegetic sound plays behind this, quite quietly, so that the teacher's shoes may still be heard over the top.
When the delinquent goes past the camera, shot from inside the room, the non-diegetic sound takes on more of a sollom tone; using lower keys in the non-diegetic sound. The image on screen is reflected directly and accurately with the non-diegetic sound, bringing a certain intensity to the film. As other instruments are added to the non-diegetic sound of Halloween by John Carpenter, the sound is made altogether, more complex, reflecting upon the increased complexity of the film. This is due to fuller body appearances by the delinquent, who remained more of an enigma to the audience until the intensity of the music increased.
The synchronous sound of the delinquent's feet shuffling along the floor heightens the suspense for the audience, and brings in a sense of foreboding. The shuffling sound also links back to the original script idea, of the in-genuine limp with the left leg.
The increased frequency of the teacher's heeled shoes means that the apprehension in the audience is increased and emphasised, as the dangerous position that the teacher is in becomes more obvious to the audience.
When the delinquent comes down the stairs, the lighting is very low, (inspired by Hitchcock's The Lodger). This means that the sound is relied upon to portray what is happening. The slow, shuffling sound of the delinquent's feet signifies what is happening in the scene, if it is not evident on screen. This increases suspense, as it creates a contrast with faster paced walking of the teacher and the slow, confident shuffles of the delinquent. This suggests that the delinquent has greater control over the situation, and creates a sense of foreboding within the audience.
The non-diegetic sound of Halloween by John Carpenter layered over the sound of cars going by outside of the main school building gives more verisimilitude to the piece, thereby giving the film more of an eerie effect.
Camera Work
The fixed, static shot of the newsreader enables the audience to concentrate fully on the dialogue and her facial expression, rather than being distracted with interesting camera shots. This enables the context of the film to be set.
Further context set is shown through the establishing shot to the zoom, which emphasises where the filming will take place.
The handheld shot from the point of view, supposedly, of the delinquent builds on the tension, as there is an absence of much understanding of who's viewpoint is being shown.
The mid shot of the teacher then a zoom in and then a zoom out ensures that the audience concentrate on the facial expression of the teacher when the diegetic sound of the books are heard, allowing the audience to empathise with the teacher, as her emotions are shown most obviously to the audience.
The mid shot of teacher putting her jacket on and then the pan of the camera, following teacher walking across the room shows the audience what the teacher is doing following the loud noise, the teacher supposes is the delinquent.
The close-up of hand opening door is a shot inspired by The Lodger by Alfred Hitchcock because this film showed some close ups in order to emphasise to the audience what was happening without the use of dialogue.
The shot taken from outside the room, of the door opening, allows the audience to see the wariness of the teacher, who cautiously waits within the door frame, suggesting an earlier experience with the delinquent.
The shot of the teacher walking down the corridor, away from the camera - walking away from the safety of her classroom, gives the audience the impression that she is being watched from behind, as it follows her quite intently, and ensures that her expression is shown clearly, when she turns around to see the sound made.
The point of view shot, when the teacher turns around to see the delinquent running away - long shot of delinquent quick shot allows the audience to empathise with the teacher once more, as it emphasises the intensity of the situation and literally puts the audience in her position.
When the teacher goes down the stairs, a high angle shot is used. This highlights her vulnerability and causes more tension to be created, as the audience may begin to see why she is so vulnerable.
Following this shot, is a mid shot of the teacher's feet walking down the stairs. As Abbie and I liked the effects of the use of this shot in 'The Rush', we decided that using it again would be beneficial as it allows the audience to follow the movement of the main character.
The next shot, from inside the closed classroom door, of the delinquent walking past the door heightens the tension of the piece as it confirms that the delinquent is indeed following the teacher. The shot of my the delinquent's feet dragging along the floor about to go down the stairs, matches with the shot of the teacher's, and shows that the delinquent is following the path of the teacher in order to catch up with her, heightening the intensity.
The long shot of the teacher walking through the hall way, towards the camera, allows the audience to see behind her. This shows that the delinquent is expected to be seen approaching her from behind and suggests that the chase is almost over.
The long length mid shot of the 'delinquent' slowly walking down the stairs heightens the tension to a significant extent, as the length of this shot contrasts with the short sharp shots used previously.
These shot reverse shots allow a significant tension to build and are therefore a vital part of the ending of the opening of the film as this creates excitement within the audience and convinces them to watch the rest of the film.
The shot of the delinquent standing in the road, directly facing the camera suggests that the teacher has no hope and no way out, concluding the thriller element of the film.
By Catherine Gough
The diegetic sound of the news reader's piece stands alone - no other sounds can be heard aside from the news reader's voice. This was done in order to allow no distractions from the piece, encouraging the audience to concentrate fully on what is being said by the news reader.
When the delinquent walks towards the school building, the diegetic breathing increases the tension as the sound of the breathing creates an eeriness that could be symbolic of the delinquent's long journey from the 'secure unit'.
The lack of sound when the camera zooms in to the teacher's face is used in order to exacerbate the noise of the delinquent crashing against the door, creating a sense of foreboding within the audience, as the prospects of the teacher begin to seem increasingly negative.
The non-diegetic sound of Halloween by John Carpenter begins, layered with the diegetic sound of the teacher opening her bag. The high pitched and fast paced non diegetic sound of the piano reflects the high speed exit from the school that the teacher must make.
The synchronous sound of the door being opened corresponds with the image on screen and the creak heightens tension, however, restricts the continuity of the piece, as this squeak is not continued through to the next shot, detracting from the reality of the piece.
When the non-diegetic sound fades, the diegetic sound of other people around the school ruins the effect quite significantly, but the intention was to stop the music to signify that something symbolic was about to happen, heightening suspense of the film. The synchronous sound, alone, of her shoes also heightens this suspense.
The scuffing sound following this is almost evidence for the audience and for the teacher that the delinquent is there, and not simply a suspicion, emphasising the thriller genre.
The non-diegetic sound plays behind this, quite quietly, so that the teacher's shoes may still be heard over the top.
When the delinquent goes past the camera, shot from inside the room, the non-diegetic sound takes on more of a sollom tone; using lower keys in the non-diegetic sound. The image on screen is reflected directly and accurately with the non-diegetic sound, bringing a certain intensity to the film. As other instruments are added to the non-diegetic sound of Halloween by John Carpenter, the sound is made altogether, more complex, reflecting upon the increased complexity of the film. This is due to fuller body appearances by the delinquent, who remained more of an enigma to the audience until the intensity of the music increased.
The synchronous sound of the delinquent's feet shuffling along the floor heightens the suspense for the audience, and brings in a sense of foreboding. The shuffling sound also links back to the original script idea, of the in-genuine limp with the left leg.
The increased frequency of the teacher's heeled shoes means that the apprehension in the audience is increased and emphasised, as the dangerous position that the teacher is in becomes more obvious to the audience.
When the delinquent comes down the stairs, the lighting is very low, (inspired by Hitchcock's The Lodger). This means that the sound is relied upon to portray what is happening. The slow, shuffling sound of the delinquent's feet signifies what is happening in the scene, if it is not evident on screen. This increases suspense, as it creates a contrast with faster paced walking of the teacher and the slow, confident shuffles of the delinquent. This suggests that the delinquent has greater control over the situation, and creates a sense of foreboding within the audience.
The non-diegetic sound of Halloween by John Carpenter layered over the sound of cars going by outside of the main school building gives more verisimilitude to the piece, thereby giving the film more of an eerie effect.
Camera Work
The fixed, static shot of the newsreader enables the audience to concentrate fully on the dialogue and her facial expression, rather than being distracted with interesting camera shots. This enables the context of the film to be set.
Further context set is shown through the establishing shot to the zoom, which emphasises where the filming will take place.
The handheld shot from the point of view, supposedly, of the delinquent builds on the tension, as there is an absence of much understanding of who's viewpoint is being shown.
The mid shot of the teacher then a zoom in and then a zoom out ensures that the audience concentrate on the facial expression of the teacher when the diegetic sound of the books are heard, allowing the audience to empathise with the teacher, as her emotions are shown most obviously to the audience.
The mid shot of teacher putting her jacket on and then the pan of the camera, following teacher walking across the room shows the audience what the teacher is doing following the loud noise, the teacher supposes is the delinquent.
The close-up of hand opening door is a shot inspired by The Lodger by Alfred Hitchcock because this film showed some close ups in order to emphasise to the audience what was happening without the use of dialogue.
The shot taken from outside the room, of the door opening, allows the audience to see the wariness of the teacher, who cautiously waits within the door frame, suggesting an earlier experience with the delinquent.
The shot of the teacher walking down the corridor, away from the camera - walking away from the safety of her classroom, gives the audience the impression that she is being watched from behind, as it follows her quite intently, and ensures that her expression is shown clearly, when she turns around to see the sound made.
The point of view shot, when the teacher turns around to see the delinquent running away - long shot of delinquent quick shot allows the audience to empathise with the teacher once more, as it emphasises the intensity of the situation and literally puts the audience in her position.
When the teacher goes down the stairs, a high angle shot is used. This highlights her vulnerability and causes more tension to be created, as the audience may begin to see why she is so vulnerable.
Following this shot, is a mid shot of the teacher's feet walking down the stairs. As Abbie and I liked the effects of the use of this shot in 'The Rush', we decided that using it again would be beneficial as it allows the audience to follow the movement of the main character.
The next shot, from inside the closed classroom door, of the delinquent walking past the door heightens the tension of the piece as it confirms that the delinquent is indeed following the teacher. The shot of my the delinquent's feet dragging along the floor about to go down the stairs, matches with the shot of the teacher's, and shows that the delinquent is following the path of the teacher in order to catch up with her, heightening the intensity.
The long shot of the teacher walking through the hall way, towards the camera, allows the audience to see behind her. This shows that the delinquent is expected to be seen approaching her from behind and suggests that the chase is almost over.
The long length mid shot of the 'delinquent' slowly walking down the stairs heightens the tension to a significant extent, as the length of this shot contrasts with the short sharp shots used previously.
These shot reverse shots allow a significant tension to build and are therefore a vital part of the ending of the opening of the film as this creates excitement within the audience and convinces them to watch the rest of the film.
The shot of the delinquent standing in the road, directly facing the camera suggests that the teacher has no hope and no way out, concluding the thriller element of the film.
By Catherine Gough
Thursday 26 March 2009
Audience
Our target audience for this film would be and older audience who are likely to watch horror films, this may include teenagers as well because this age group do tend to enjoy horrors. We didn't really decide on the target audience at first, we came up with the genre and the audience came with it. Any horror is aimed at this audience because of the scary content so the decision of which target audience to aim our film at wasn't very difficult. When deciding our genre we researched many different films. The two genres that stood out to us the most was romance and horror, so we watched film openings from these genres. Research we came up with is shown previously on our blog but after watching the film opening of 'Gothika' we had a clearer idea of what storyline we wanted to use. This film was the inspiration for our film opening and helped us with the content of it.
'The use of camera work to keep the killer a secret was excellent, the shot when the teacher turns around was quality. I was also very impressed with the use of zoom the way you zoomed in to show the reaction of the teacher before zooming out again was very effective.' - Greg Potter.
This is one of the comments we received from our audience, it tells us that our use of camera work was effective and when he says 'the use of camera work to keep the killer a secret was excellent' this tells us our storyline has been recognised clearly and the meaning that we tried to portray about our secret stalker has been successfully received from the audience.
'I think the music that you have used to build suspense is very effective but not too over the top.' - Rachel, Nikki, Lucy and Helen.
'The soundtrack kicked in at the right time which is quite creepy and creates tension.' - Mirzo.
These are two more comments we received on our final film opening about the music we used. These comments show that the aim of our use of music has been successful, this is because we wanted our music to create tension and according to our feedback from members of the audience we have achieved this aim. The comments also show that the soundtrack we used related well with the genre and created the right effect and atmosphere that was vital for a successful horror.
'The Mise en Scene in this piece is used very effectively, it is not clear at the beginning as the news reader scene plays the part of setting a scene rather than explaining the genre, but the moment you capture even a glimpse of the "Delinquent" it becomes clear that this is a Horror/Thriller movie. This is clear due to the quiet eery corridors where all you can hear is the echoes of footsteps and creaking doors. When we are shown the evil character we know this because of the evil dragging foot walk and out of place white clothing.' - Greg Potter.
This comment is a great response and exactly the reaction we were hoping for. This feedback describes how we used mise en scene, sound and setting to make our film opening a successful and obvious horror/thriller movie. The sentence Greg wrote about our use of eery corridors reflects back to our evaluation on our use of setting and the reason why we chose this setting, showing that we have in fact used a setting that will have the right impact on the audience.
By Abbie Hawkins
'The use of camera work to keep the killer a secret was excellent, the shot when the teacher turns around was quality. I was also very impressed with the use of zoom the way you zoomed in to show the reaction of the teacher before zooming out again was very effective.' - Greg Potter.
This is one of the comments we received from our audience, it tells us that our use of camera work was effective and when he says 'the use of camera work to keep the killer a secret was excellent' this tells us our storyline has been recognised clearly and the meaning that we tried to portray about our secret stalker has been successfully received from the audience.
'I think the music that you have used to build suspense is very effective but not too over the top.' - Rachel, Nikki, Lucy and Helen.
'The soundtrack kicked in at the right time which is quite creepy and creates tension.' - Mirzo.
These are two more comments we received on our final film opening about the music we used. These comments show that the aim of our use of music has been successful, this is because we wanted our music to create tension and according to our feedback from members of the audience we have achieved this aim. The comments also show that the soundtrack we used related well with the genre and created the right effect and atmosphere that was vital for a successful horror.
'The Mise en Scene in this piece is used very effectively, it is not clear at the beginning as the news reader scene plays the part of setting a scene rather than explaining the genre, but the moment you capture even a glimpse of the "Delinquent" it becomes clear that this is a Horror/Thriller movie. This is clear due to the quiet eery corridors where all you can hear is the echoes of footsteps and creaking doors. When we are shown the evil character we know this because of the evil dragging foot walk and out of place white clothing.' - Greg Potter.
This comment is a great response and exactly the reaction we were hoping for. This feedback describes how we used mise en scene, sound and setting to make our film opening a successful and obvious horror/thriller movie. The sentence Greg wrote about our use of eery corridors reflects back to our evaluation on our use of setting and the reason why we chose this setting, showing that we have in fact used a setting that will have the right impact on the audience.
By Abbie Hawkins
Wednesday 25 March 2009
Representation
In our film opening Cat and I have tried to represent the teacher and psycho characters because these will be the main characters in the rest of the film. The teacher is represented in a stereotypical way with the glasses, smart attire, neat hair and make up. We have used this representation to make it easy for our audience to recognise who the character is straight away. The setting of our film opening also helped to represent the teacher because it was in a school and the surrounding props (pens pencils, books, laptop etc) also helped display this. We used the school setting because we believed it is a good place to set a horror/thriller. This is because of the long dark corridors it has and the large variety of shots you can include, which are vital for an effective horror. We also used mise en scene to represent the psycho in this film by dressing her in a white lab coat and messing her hair up. This use of mise en scene also made her stand out in the chosen setting making her seem unusual and create a feeling of uneasiness in the audience. We have strayed away from using background and surrounding characters so the attention is not taken away from the two main characters. We believe if we were to use background characters the tension would be lost because the teacher would not seem as vulnerable and alone and the psycho would not seem as intimidating and scary, so the representation of genre would be lost slightly.
By using the setting and characters that we did we believe we have constructed a good form of realism in our film opening. Nothing drastic happens (e.g a murder) so the audience have more to wait for in the rest of the film. The mise en scene is simple (the white coat for the psycho and formal attire for the teacher) so that the audience understands the storyline and the parts that the characters play in the story. The editing is also simple (fade to black) so that continuity is achieved and the element of verisimilitude is reached.
Using Technology
The use of digital technology in our film opening has enabled us to complete an effective horror. This is mainly because of the camera we used because we found it very easy to use and use to our advantage. The fact the camera is handheld made it easy for us to make the audience feel a part of what was happening because we we able to include point of view shots. But then with the use of tripods we could also make some shots steady so that the film seemed professional, the still shots may also make the audience feel uneasy which is a good feeling to create in a horror. The software, Ulead, that we used to edit our film opening was confusing to use at first but we found it easy to pick up and learn how to use. The practise we got when completing our preliminary tasks also helped us to perfect our skills for our final task. The wide variety of transitions they give you help you to test our different effects but because we wanted our editing to be simple, they did not end up being as helpful as they could have been if we were doing a different genre.
By Abbie Hawkins
By using the setting and characters that we did we believe we have constructed a good form of realism in our film opening. Nothing drastic happens (e.g a murder) so the audience have more to wait for in the rest of the film. The mise en scene is simple (the white coat for the psycho and formal attire for the teacher) so that the audience understands the storyline and the parts that the characters play in the story. The editing is also simple (fade to black) so that continuity is achieved and the element of verisimilitude is reached.
Using Technology
The use of digital technology in our film opening has enabled us to complete an effective horror. This is mainly because of the camera we used because we found it very easy to use and use to our advantage. The fact the camera is handheld made it easy for us to make the audience feel a part of what was happening because we we able to include point of view shots. But then with the use of tripods we could also make some shots steady so that the film seemed professional, the still shots may also make the audience feel uneasy which is a good feeling to create in a horror. The software, Ulead, that we used to edit our film opening was confusing to use at first but we found it easy to pick up and learn how to use. The practise we got when completing our preliminary tasks also helped us to perfect our skills for our final task. The wide variety of transitions they give you help you to test our different effects but because we wanted our editing to be simple, they did not end up being as helpful as they could have been if we were doing a different genre.
By Abbie Hawkins
Subscribe to:
Posts (Atom)