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
Sunday 29 March 2009
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
Tuesday 24 March 2009
Late Arrival
This is our preliminary task, we had some difficulty in uploading it which is why we have been delayed in adding this video to our page. We completed this task after the first film we did, called 'The Rush'.
Evaluation
In this preliminary task we were given the idea of two people having a conversation and the build up to this conversation. Cat and I took this idea and tried to make it a little bit more interesting and intense by using the appropriate shots, sound and lighting.
Camera Work
The first shot we used was a mid shot of a girl waiting at a desk, looking at her watch and looking impatient. We believe this is a good opening shot because it introduces the character and also suggests the character is waiting for someone. We create alot of emphasis on the character's watch by using an over-the-shoulder shot and then cutting to a close up shot of the watch. This suggests more of the story and when the camera goes back to the close up shot of the watch later on in the film, the watch is at a different time, showing how long the character has actually been waiting. This may also make the audience feel like their in the character's shoes and may understand the feelings of the character in more depth. Between these close up shots you can also see a zooming in shot of the character's face, showing her facial expressions and really portraying her emotion. The shot then cuts to a point-of-view shot of the door, again making the audience feel like they are experiencing the same events.
One of the shots we filmed included the camera zooming in from an over-the-shoulder shot to a close up of the character's hand. This was very jerky and if we could have the chance of redoing it we would film it again and make it look smoother. At the end of this film there is a conversation between the two characters, we have used the technique of shot-reverse-shot. This shows a good conversational style and because the shots are on an 180 degree angle the audience won't get confused or disorientated.
Sound
The only sound you can hear in this film is a clock ticking in the background. We chose this backing sound because it adds suspense to our film and fits in well when the character looks at her watch. The only other sound you can hear is the dialogue at the end of the film which has relevance to the story and solves it for the audience.
Lighting
Lighting, in our eyes, was the most effective element in our film. We used a darkened room with a lamp shining on the character and her desk. We believe this created extra tension and contrasted well with what the character was wearing, therefore making her stand out in all the shots. It also made the character look slightly more powerful whilst she was impatiently waiting.
Editing
Most of our shots flow with a fade to black in the middle of each shot which we believe produces continuity. But we wanted to experiment with a different effect which was the 'clock wipe'. We only used this when a shot cut to the shots of the watch because we believe it fitted in well with this shot and made the shot more interesting.
by Abbie Hawkins
Evaluation
In this preliminary task we were given the idea of two people having a conversation and the build up to this conversation. Cat and I took this idea and tried to make it a little bit more interesting and intense by using the appropriate shots, sound and lighting.
Camera Work
The first shot we used was a mid shot of a girl waiting at a desk, looking at her watch and looking impatient. We believe this is a good opening shot because it introduces the character and also suggests the character is waiting for someone. We create alot of emphasis on the character's watch by using an over-the-shoulder shot and then cutting to a close up shot of the watch. This suggests more of the story and when the camera goes back to the close up shot of the watch later on in the film, the watch is at a different time, showing how long the character has actually been waiting. This may also make the audience feel like their in the character's shoes and may understand the feelings of the character in more depth. Between these close up shots you can also see a zooming in shot of the character's face, showing her facial expressions and really portraying her emotion. The shot then cuts to a point-of-view shot of the door, again making the audience feel like they are experiencing the same events.
One of the shots we filmed included the camera zooming in from an over-the-shoulder shot to a close up of the character's hand. This was very jerky and if we could have the chance of redoing it we would film it again and make it look smoother. At the end of this film there is a conversation between the two characters, we have used the technique of shot-reverse-shot. This shows a good conversational style and because the shots are on an 180 degree angle the audience won't get confused or disorientated.
Sound
The only sound you can hear in this film is a clock ticking in the background. We chose this backing sound because it adds suspense to our film and fits in well when the character looks at her watch. The only other sound you can hear is the dialogue at the end of the film which has relevance to the story and solves it for the audience.
Lighting
Lighting, in our eyes, was the most effective element in our film. We used a darkened room with a lamp shining on the character and her desk. We believe this created extra tension and contrasted well with what the character was wearing, therefore making her stand out in all the shots. It also made the character look slightly more powerful whilst she was impatiently waiting.
Editing
Most of our shots flow with a fade to black in the middle of each shot which we believe produces continuity. But we wanted to experiment with a different effect which was the 'clock wipe'. We only used this when a shot cut to the shots of the watch because we believe it fitted in well with this shot and made the shot more interesting.
by Abbie Hawkins
Wednesday 18 March 2009
Working with existing forms and conventions
When assessing our film beginning at a micro, technical level, i think that Abbie and I observed the conventions of continuity very well at almost all times. After watching the film opening several times however, there are two points which obstruct continuity. These are that firstly, when the teacher gets up to leave the classroom, she is not wearing glasses, however, when she comes out of the classroom, her glasses are on. This has been picked up by many members of our class, so is evidently quite noticeable. This detracts from the verisimilitude of the film as it disorientates the audience.
A second point at which continuity is obstructed is when the teacher walks out of the classroom and down the corridor and turns around suddenly. The point of view shot used here does not correlate with the shot of the teacher so well, as the teacher is further down the corridor than the point of view shot is. I find that this is both noticeable and disorientating, and does not allow continuity.
The conventions of language in the film are observed quite well, in my opinion, because the selection of language in the dialogue means that the language fits well with the film. For example, in the newsreader's piece, harsh words such as "severe" and "crippled" emphasise the horror/thriller genre of our film because of the intense language.
The edit is linked gramatically, very well throughout. The close-up of the teacher opening the door to the mid-shot filmed from the corridor is gramatically linked in that the editing appears to flow very well.
Our fictional film, Delinquent, does not challenge any conventions of the horror/thriller genre. Our film purposly conforms to the typical characteristics of a thriller/horror genre. Abbie and I did this in order to confirm the horror/thriller genre to our audience, as in the margin of two minutes, we needed to do this swiftly and obviously in order to convey what the rest of the film would contain. We therefore did not address the genre in a playful or ironic way, but rather in a serious manner.
We have not used intertextuality either, as we decided that whilst being inspired by other films, such as gothika and The Lodger by Alfred Hichcock, we wanted to remain as original as possible.
We have tried to pleasure an audience seeking a thriller. Abbie and I feel quite confident that we have done this, through their expectations of the opening of the thriller, in the tension created through various shots.
By Catherine Gough
A second point at which continuity is obstructed is when the teacher walks out of the classroom and down the corridor and turns around suddenly. The point of view shot used here does not correlate with the shot of the teacher so well, as the teacher is further down the corridor than the point of view shot is. I find that this is both noticeable and disorientating, and does not allow continuity.
The conventions of language in the film are observed quite well, in my opinion, because the selection of language in the dialogue means that the language fits well with the film. For example, in the newsreader's piece, harsh words such as "severe" and "crippled" emphasise the horror/thriller genre of our film because of the intense language.
The edit is linked gramatically, very well throughout. The close-up of the teacher opening the door to the mid-shot filmed from the corridor is gramatically linked in that the editing appears to flow very well.
Our fictional film, Delinquent, does not challenge any conventions of the horror/thriller genre. Our film purposly conforms to the typical characteristics of a thriller/horror genre. Abbie and I did this in order to confirm the horror/thriller genre to our audience, as in the margin of two minutes, we needed to do this swiftly and obviously in order to convey what the rest of the film would contain. We therefore did not address the genre in a playful or ironic way, but rather in a serious manner.
We have not used intertextuality either, as we decided that whilst being inspired by other films, such as gothika and The Lodger by Alfred Hichcock, we wanted to remain as original as possible.
We have tried to pleasure an audience seeking a thriller. Abbie and I feel quite confident that we have done this, through their expectations of the opening of the thriller, in the tension created through various shots.
By Catherine Gough
Introduction to 'Delinquent'
After deciding which genre our film should be, we began to formulate a general story line by using storyboards.
Our initial idea was to focus on an intense storyline, which would signify the genre of the film. We decided that by using a 'chase' as the foundation for our film opening, we would have an oppertunity to create great intensity and thrill through a variety of camera shots, anges, sound and lighting.
We decided that the film should open with a news reader explaining that there had been an escaped convict from a mental health hospital. We decided that this would be beneficial because it would allow the audience to understand the presentation of the main characters and the danger the characters might face. This encourages the audience to feel a sense of foreboding about the outcome of the film.
We decided that the escapee should come to the school, through, perhaps a way of revenge to her teacher. This was clearly expressed in the first draft of the film script :
"She is identifiable by the limp she carries on her left leg and the regulation white garments she is wearing. It is notable that her limp is not genuine, but she believes it to be authentic.
For the purpose of national security, information on her psychiatric state has been divulged to this station. The delinquent was sectioned and had been detained for 43 hours before she escaped.
Reports say that she was sectioned after it was found that the treatment she received from her school teacher had left her mentally crippled.."
(we had to shorten and cut this out for our film, as the time limit would not allow for such a long script).
We thought that the escapee should go back to the school to seek revenge on the teacher who attributed to her mental state.
This would be portrayed through the chase scene, where the teacher would be finishing marking at the end of the day and then hear a crash. She would then realised after a short while that this meant she had to leave, as she would be in great danger to stay. She finds that this is too late, as the escapee is already inside the school, and looking for her. This is followed by a chase between the escapee and the teacher, who leaves the school quickly, only to find the escapee facing her outside.
The main characters include a newsreader, who's character is in her costume- a shirt and a blazer. Her expression conveys her serious attitude and also the seriousness of the newspiece she is reading.
The escaped delinquent is another character. Her identity remains mysterious until the end of the film, where a full body shot is expressed through a long shot. Her white coat signifies her position in the film, as an escaped delinquent.
By Cat Gough
Our initial idea was to focus on an intense storyline, which would signify the genre of the film. We decided that by using a 'chase' as the foundation for our film opening, we would have an oppertunity to create great intensity and thrill through a variety of camera shots, anges, sound and lighting.
We decided that the film should open with a news reader explaining that there had been an escaped convict from a mental health hospital. We decided that this would be beneficial because it would allow the audience to understand the presentation of the main characters and the danger the characters might face. This encourages the audience to feel a sense of foreboding about the outcome of the film.
We decided that the escapee should come to the school, through, perhaps a way of revenge to her teacher. This was clearly expressed in the first draft of the film script :
"She is identifiable by the limp she carries on her left leg and the regulation white garments she is wearing. It is notable that her limp is not genuine, but she believes it to be authentic.
For the purpose of national security, information on her psychiatric state has been divulged to this station. The delinquent was sectioned and had been detained for 43 hours before she escaped.
Reports say that she was sectioned after it was found that the treatment she received from her school teacher had left her mentally crippled.."
(we had to shorten and cut this out for our film, as the time limit would not allow for such a long script).
We thought that the escapee should go back to the school to seek revenge on the teacher who attributed to her mental state.
This would be portrayed through the chase scene, where the teacher would be finishing marking at the end of the day and then hear a crash. She would then realised after a short while that this meant she had to leave, as she would be in great danger to stay. She finds that this is too late, as the escapee is already inside the school, and looking for her. This is followed by a chase between the escapee and the teacher, who leaves the school quickly, only to find the escapee facing her outside.
The main characters include a newsreader, who's character is in her costume- a shirt and a blazer. Her expression conveys her serious attitude and also the seriousness of the newspiece she is reading.
The escaped delinquent is another character. Her identity remains mysterious until the end of the film, where a full body shot is expressed through a long shot. Her white coat signifies her position in the film, as an escaped delinquent.
By Cat Gough
Saturday 14 March 2009
Evaluation of film
Mise en scene
The clothing we chose in the making of our film introduction was vital to show the audience the actor's identities. To show Lacey's role as a teacher we dressed her in smart attire. This included a smart white shirt and black skirt, but we decided to dress it down with a cardigan to suggest that school is over, so the attire can be more relaxed. We had her with her hair tied back and natural make up, again to show her as a smart teacher. One mistake we made in the making of our film introduction was when we re-filmed the beginning of our film introduction. This involved us forgetting to put glasses on our actor, when she is seen wearing glasses in the rest of the introduction. We did not realise this until we after we had finished the editing and if we were given more time we would have re-filmed it if we could.
Another actor we had to give a character to through the attire was the psycho. We dressed this actor in a white lab coat so it would seem like she had just escaped from a psycho ward, which is explained by the newsreader. We also messed this actor's hair up so she looks more scruffy and added a hint of craziness to this character. The last actor we dressed appropriately was the newsreader. Her attire was similar to the teachers, she wore a smart suit jacket with a shirt and had her hair tied back. This gives her the stereotypical look of a newsreader that we wanted to achieve.
Editing
The editing process was the longest process in our eyes, but was worth it to achieve a successful end product. We gained continuity throughout our film by carefully editing each shot so they flow smoothly from each shot to the next. The only effect we added was the fade to the next shot after the newsreader had finished her report. We used this effect to show the change in setting. We also had the point of view shot when the psycho is running up to the school. This shot is very jerky to add suspense and add a hint of creepiness to the shot. The little editing we used was to keep the suspense throughout and save the audience from getting confused.
By Abbie Hawkins
The clothing we chose in the making of our film introduction was vital to show the audience the actor's identities. To show Lacey's role as a teacher we dressed her in smart attire. This included a smart white shirt and black skirt, but we decided to dress it down with a cardigan to suggest that school is over, so the attire can be more relaxed. We had her with her hair tied back and natural make up, again to show her as a smart teacher. One mistake we made in the making of our film introduction was when we re-filmed the beginning of our film introduction. This involved us forgetting to put glasses on our actor, when she is seen wearing glasses in the rest of the introduction. We did not realise this until we after we had finished the editing and if we were given more time we would have re-filmed it if we could.
Another actor we had to give a character to through the attire was the psycho. We dressed this actor in a white lab coat so it would seem like she had just escaped from a psycho ward, which is explained by the newsreader. We also messed this actor's hair up so she looks more scruffy and added a hint of craziness to this character. The last actor we dressed appropriately was the newsreader. Her attire was similar to the teachers, she wore a smart suit jacket with a shirt and had her hair tied back. This gives her the stereotypical look of a newsreader that we wanted to achieve.
Editing
The editing process was the longest process in our eyes, but was worth it to achieve a successful end product. We gained continuity throughout our film by carefully editing each shot so they flow smoothly from each shot to the next. The only effect we added was the fade to the next shot after the newsreader had finished her report. We used this effect to show the change in setting. We also had the point of view shot when the psycho is running up to the school. This shot is very jerky to add suspense and add a hint of creepiness to the shot. The little editing we used was to keep the suspense throughout and save the audience from getting confused.
By Abbie Hawkins
Wednesday 4 March 2009
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