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Before we made our film we researched other opening sequences to get an idea of what genre we wanted to do. Whilst researching we found the opening sequence of “Tormented” which is a teen horror. Our opening sequence is similar to “Tormented” as we have created a similar female character in a similar loca>on which is a secondary school.
To create our >tles we used ‘final cut pro’. We decided to make our >tles a simple white font which is unlike the bold, colourful >tles from Tormented. We decided that it would not be relevant to our opening sequence to include bold >tles as the tone of our opening sequence appears to be slightly more serious/drama>c than Tormented.
We decided not to use school uniform for our opening sequence. This was partly due to the fact that our opening sequence it set at a small private school whereas Tormented is set at a larger school. Our costume at the beginning of our opening sequence is dark and ripped to show that the girl has been in danger. In terms of mise en scene our opening sequence is unlike Tormented.
Our media product is conven>onal in terms of our edi>ng. We have edited our opening sequence in a con>nuous way which is similar to ‘Tormented’.
In our opening sequence we used jump cuts to create tension similar to ‘Tormented’.
For our opening sequence we chose a similar style of music to ‘Tormented’. We used ‘Garage band’ to find a creepy/dark sound to create tension at the beginning of our opening sequence.
Our film represents teenagers and the conflicts which can occur between that schoolgirl image and the reality lurking underneath. The scene showing interac>on between three schoolgirls in deten>on also depicts an undercurrent of tension between one character and the supervising teacher -‐ crossing the boundaries of authority and social conven>on by hin>ng at an inappropriate connec>on between them.
Our media product presents school teachers in a nega>ve way sugges>ng that they are ‘perverted’ or ‘interested’ in young school girls. We have also suggested that school teachers are of a lower class as our teacher is reading ‘The Sun’ newspaper which ironically implies that he is not well educated. This differs from other media products where teachers are presented as kind and sensible people.
We have presented teenage girls in a nega>ve/stereotypical way as we imply that young girls are weak and vulnerable and we suggest that they would “run” off with a teacher without thinking twice. We also see at the beginning of our opening sequence that the girl has been physically damaged which further implies that young girls are physically weak. However this is unlike ‘Tormented’ as the teenage girl appears strong and confident.
• Tormented, a film with the same target market as ours, was distributed by Warner Brothers. Warner Brothers is one of the five largest distribu>on companies in the world and therefore had the ability to release films on a large scale.
• We would like Playground to be released in this way, across a large number of screens na>onwide, as its content will appeal to all teenagers no maMer what part of the country they live in.
Distribu>on companies that we would like are film to be distributed by:
In order to aMract a young audience, we cast young teenagers to act in our opening sequence. This would therefore aMract young teenagers to watch our film.
We aCracted our audience by selecDng a genre which is popular with teenagers. This genre is ‘teen horror/thriller’ and we knew that it aCracted audiences based on Tormented which is of the same genre.
We have learnt a lot about technologies since we started making our film, also it has allowed us to be more crea>ve with our ideas, such as using a film camera, edi>ng, sound and conver>ng our film into a DVD. As well as using YouTube to distribute our film.
Catrin George-‐Carey: ‘Looking back at the preliminary task, I realized that I had no clue on how to use a film camera nor how to edit the film together. From making this two minute film, I have learnt a lot more. I now know how to make a scrip in proper format also using the different edi>ng techniques and making >tles and music.
Bianca Goldman: Since making my preliminary task I have learnt many skills such as how to construct a sequence of different shots, how to create an interes>ng script, how to use a digital camera and how to edit a film using sound and other effects. It has been a very posi>ve experience.
Elysia Polin: I feel that I have become more confident in using a digital camera and edi>ng. Before I did this task I didn’t know how to make a film. I feel I have really learnt a lot in this task. This task and the technologies have let me be more crea>ve in the work I have been doing.