Camera shots and angles
Lots of over the shoulder shots
Long shots
Point of view shots Makes the piece more life like and naturalistic. Nothing
Handheld shot too fancy.
Low/high angle
Editing
Cuts from scene to scene, juxtaposition when John talks about his bad time with relationships but we see Chopper and his girlfriend, keep the documentary as realistic as possible.
Voice over
The voice over keeps the documentary flowing and gives us more information on what is happening.
Interviews
Gives the personal opinion of John, Chopper, and Gregg on how they feel on a particular topic.
Location
Shows them doing everyday activities such as drumming, fishing, dog walking etc. This shows that the Tourettes doesn’t affect their daily lives too much and they can just get on with it.

Sound recording (diegetic sounds)
No sound editing is used so all natural sounds are used to make the documentary more naturalistic and because the piece is about their daily lives its as realistic as possible.
Non-diegetic music
Non-diegetic music is used to create the atmosphere with what is being shown on the programme.
Structure (what comes where in the documentary and why)
Starts with a overview of the condition, goes onto the lives and how they are affected, how the condition personally affects them (relationships), meet up with other people with the condition, how the condition did affect them when they were younger.
Archive footage (footage taken in the past).
In the voice over and during interviews there is archive footage of the people during their younger lives and how they were accepted or not into the society.

Evaluation

The Fear-tre

• In what ways does your media product use, develop or challenge forms and conventions of real media products?
At the start of our film we had a shot of a person stood on their own talking with scary no-diegetic music in the background, we thought that this would set the theme of the film because the scary music mixed with the girl on her own would be seen that she has been picked to be killed. The next part of our film contained bright lighting with school children practicing a school play; this brings the film back to normality with everybody acting normal. The setting of the film (the theatre) also gives the audience a secure assumption of the film’s genre being horror as it is old and deserted. Overall we have stayed to the strict nature of horror films with scary music, people getting killed and psychological games.

• How does your media product represent particular social groups?
Our film represents two types of social groups, school children and teachers. The predominant social group in our film is teenagers. The difference in time changes how each social groups are shown. The older teenager’s part in the play is very straight forward whereas the younger teen’s play is more complicated and is directed by a teacher. The location and Mise-en-scene also tells us as an audience that we are in a school. The younger school children are also split into groups; the two girls call and bully the girl on her own because she is new to the school.

• What kind of media institution might distribute your media product and why?
After doing some research into Horror distribution I found out that similarly themed Horror films were very popular with audiences. BoxOfficeMojo.com (a website that deals with how much money movies make) was a useful website to show the popularity of the genre.

Signs: $227,966,634 Buena Vista
The Village: $114,197,520 Buena Vista
The Grudge: $110,359,362 Sony
Alien Vs Predator: $80,282,231 Fox
Freddie Vs Jason: $82,622,655 Fox
Scream: $103,046,663 Dimension Films
Prom Night: $43,869,350 Sony
I Still Know What You Did Last Summer: $40,002,112 Sony

If we were to choose a company to distribute our film it would be Sony because they seem to be the company who are mostly producing school horror films at the minute. We would also choose Sony because they are a very popular distributor who has lots of money to advertise and push our film to the maximum.
• Who would be the audience for your media product?
The audience for our film would be aimed at teenagers and student’s ranging from the ages of 15-19 but other ages may also watch. I think this is a suitable audience for our film as it is a school horror and the students will relate to this. The film may get a certificate of 18 as some scenes later on in the film contain strong gore and disturbing images. The bbfc says that for a film to be a 15 it may use horror and gore but “The strongest gory images are unlikely to be acceptable.” I think that we could decide on what gore we want to use to decide what age the film would have to be for.




• How did you attract/address your audience?
To attract our audience we used young adults and a young teacher. Our audience is quite young so we used young actors so that they could relate to them. We also set the piece in a school to relate to teenagers and to offer a small insight into a typical modern day school. The story also provides an escape from reality slightly by making the audience think that the school is haunted.

• What have you learnt about technologies from the process of constructing this product?
From this task I have learnt the basics on premier and editing. Most of the editing on premier was done by Daniel so I didn’t learn all the complicated editing techniques but I have learnt the basics such as cutting parts out and getting the piece’s continuity correct. I also learnt how to use a camera and tripod correctly to get a good film at the end. I have also learnt on premier how to change sound levels to get the best quality film we can get.

• Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
From the preliminary task I have learnt a lot about the continuity of the film and filming to get a good result product. Our preliminary task was ok but could have been a lot better. We saw what was wrong with it such as: sound levels, continuity, filming quality etc. We took all this into consideration when we did our final piece. We filmed the scenes more than once to get the best quality we can, we also filmed the scenes more than once to get the continuity of the film correct. After filming we spent a lot more time on premier to edit the piece until we thought it was perfect and we had to re-film some scenes because they wasn’t correct. Overall I think we have improved a lot since our first task and have created a good piece.

Shooting Schedule

This is the shooting schedule of the opening to our film, it consits of day by day happenings created by me and Tom Fox.

Camera Map

This is the camera map of our opening to the film created by Tom Fox.

Filming Process

Before we were able to start filming we had to see when the school theare was free and what lessons we could use it, it was only free on two lessons that we have media so we came to the conclusion that would have to film outside of school time aswell. We started our filming 3 weeks ago in our media lesson where we printed off all the scripts and had a practice filming of the play rehersal to see what we would need to improve on. Daniel edited this footage and we saw that the continuity of our film and sound levels were all wrong. We refilmed this footage and it came out alot better after being edited, again by Daniel. We then filmed Mr Gibbs scene, in the theatre again, this filming we saved on the computor as it was not yet needed.
Daniel: Camera Man and Editor
Kendall: Actor
Liam: Actor and Camera Man Assistant
Tom: Actor

Our title

This is the title for our film made by our group member Daniel Carnell!. The top one will display and the other will fade in and slide off downwards like blood.

Our Film Treatment

This is a treatment of our group’s film. The plot to our story starts 50 years ago when a group of children are rehearsing a play at school and one of the girls gets killed by an unfortunate accident. The film then carries on to the present, where a new student attends the school and the ‘ghost’ comes back for revenge.

Note: The film begins with the name of the production companies and distributors’ etc fading up onto a black screen.

The film starts with a fade in to show some student’s rehearsing a school play. We also see the date fade in and out again over the action. A teacher who is watching the play asks to see the next scene, all of the students leave the stage apart from a girl as she is performing her solo piece. She starts to do so but part of the way through we hear a creak and the camera zooms in very fast to see the girl look up and the expression of horror on her face. The scene then turns black but we still hear the ‘bang’ of the object landing on and killing the girl. The title then scrolls up the black screen and turns red, the title then scrolls back down off the page like blood.

The next scene starts with the camera already zoomed in on the theatre lights and it zooms out and pans out to reveal some students rehearsing a play. The words ’50 years later’ appear at the bottom of the screen over the action. A teacher then enters the room (Mr Gibb) to see how the play is progressing. The camera then goes to a point of view shot to see his reaction. The camera then goes back to the students who are in a dance part of their play. As this is the last part of the play when the dance ends, the teacher stays to watch. The camera goes back to the teacher where we can see him applauding the students. He tells them to go home and come back to rehearse again the next day. 3 girls stay on the stage and begin to talk. They try to scare one of the new girls by telling her about the incident from 50 years ago when a ‘ghost’ kills a girl and the theatre has been haunted ever since. The girl then immediately doubts whether to do the play or not but the other girls laugh and tell her that it’s only a rumour making the new girl feel reassured. The lights all go off and we hear a door slam.

The next scene fades in to show a typical school day in a corridor. Hustle and bustle all around and groups of friends stood together. We see the two girls (Alice and Amy) with the new girl (Jane) still winding her up about the ‘ghost’ trying to scare her. Jane tries to seem as if it doesn’t bother but we can tell that it is. Jane then tries to keep away from them for the rest of the day.

The next scene is of the students rehearsing again. At the end of the play Alice and Amy both talk again about the ‘ghost’ to Jane but this time how they have been hearing things from the back room. The camera zooms in to show the expression on Jane’s face. More cast is introduced as the teacher has asked for more people in the play. These are 3 boys (Liam, James and Dan) who are introduced to Jane and join in with the rumour of the ghost. When the play has been rehearsed with the new characters, All the students leave the theatre apart from James, he stays to finish off tidying up. He goes to draw the curtains but finds that the rope is broke. As he tries to fix it he wraps some around his body. We see the curtains move slightly before being quickly pulled shut. The rope moves up around his neck and kills him instantly; the camera zooms out to show a long shot of the theatre. The scene then slowly fades out into darkness.

The next day all of the cast join the rest of the school in an assembly. The head teacher stands at the front and explains that the death of James was an accident and there is nothing to worry about. Rumours go around the school that the ghost is back to get revenge but the students don’t think it’s anything to worry about so organize to rehearsing their play that night. Before the end of the day we see Dan in a science lab doing an experiment using a bunsen burner. The camera shows a long shot of the lab to show that he is alone. We hear a creak and Dan goes to investigate, finding nothing he comes back to carry on. He takes of the lid of a flammable substance but someone had tampered with it to make it cover all over him. The camera then zooms in to show Dan catch on fire from the bunsen burner and die.

The next scene is cut in to show the rest of the group ready to rehearse, they wait for a short period to see if Dan would come but he didn’t so they decided he had gone home. The scene fades out and back in again to show all the students tired. The audience can tell from the fade in/out that they have just finished rehearsing. Amy leaves the rest of the group to finish off and walks back through the corridor towards her locker. When she arrives at her locker we hear another creak, the camera zooms in to a close up of Amy’s face. Amy goes looking for what happened, leaving her locker open, but couldn’t find anything so came back to her locker. She puts her head in to find a book she was looking for. We hear another bang but Amy just ignores it. Next we see the locker door slam beheading Amy. As her body falls to the floor we see a pool of blood on the floor. The other students hear the bang so go to see what it was. They find Amy dead on the floor with her head still in the locker. Alice sees a foot print in the blood so they all think the killer must have forgot. In a mad rush they decided to go and tell a teacher.

The next day Alice tries to get over her trauma by going to the salon to go on the sun bed and do her nails. She hears a creak just like all the others but because she had her music on she thought nothing of it. When she finishes the lights flicker on and off but she reassures herself that nothing can happen in her favourite place. She closes her eyes to hope that everything is ok. When she opens them again she sees a hooded figure stood in front of her she screams and tries to get away but the killer grabs her and throws her to the floor. The camera then shows the killers face but you can only see his mouth and it is smiling. The killer looks down at her and pauses for a moment. He then cuts her throat.

Meanwhile Jane and Liam are on their way down to see how Alice is; when they arrive they are greeted by the killer who is cleaning up his mess. They both run aimlessly away but end up in the theatre trapped with the killer behind them. The killer makes a quick slash and knifes Liam, he drops to the floor. The killer then turns to Jane who is pushed back against the wall. The lights are flickering and there is silence. The hooded figure pulls down his hood and takes off his hat to show his face. It is Mr Gibb. Jane and Mr Gibb have a discussion on why he did it. He told her that his play had been ruined by the students and the ghost was a good cover up. He then lifts his knife and puts it too her throat but Liam hadn’t been killed and had picked up the fire extinguisher. He put 3 heavy blows to Mr Gibbs head killing him.

The film ends with Liam and Jane walking down a dimly lit corridor we have a long shot of them walking down, when they reach the end they disappear and the screen goes black and the credits come up again just the same as the beginning.

1408 and Final Destination 3 opening scene analysis

We did a analysis of the opening scene of 1408 and Final Destination 3 to give our group more ideas for our final film opening।

First of all we looked at a print out about our genre (Horror)। This says that Horror films inflate whatever anxieties a society has। However in recent times, horror openings have become more of a shock-factor using more gore and action. They also use real life people as the killer instead of the old werewolves and vampires. This may be because the society has adapted to these unbelievable characters in films and need more to impress. Other films have started to use psychological horror that rely on character fears, guilt, beliefs and emotional instability. Well known psychological horror films include The Sixth Sense and The Blair Witch Project.

1408 starts with a man driving his car through a storm at night where he is lost. The title of 1408 comes out of the glare of the cars headlights, this then scrolls down the page like blood. The other titles then come up over the action and still scroll down the page to give the sense of death. The opening scene has all the conventions of a usual horror film with a old haunted house, a storm and a surrounding forest. There is also non diegetic music in the background, this music is very tense and adds to making the reader know its a horror film. The main character in the scene is very laid back about the whole thing even when the hotel managers tell him the room he is staying in is haunted. He is a very mysterious man but as we find out he has a past which he doesn't want to share. This film is aimed at a audience which is 18+ and maybe more at males. This film gave us an idea to our final piece because we liked the way the titles scroll down at the end like blood.

Stormbreaker opening

Conventions

Enigma code to create mystery
Explosions
Chase
Goodies and baddies
Action sequence
Flash cars
Secret identity
Weapons
Cool, calm protagonist
Gadgets
Stunts

Audience

Teenagers
Protagonist is a teenage boy
Romantic element

Representation

Alex - middle class, has a housekeeper and a smart apperance
Other pupils - Dress differently, resent and are jelous of Alex

Titles

Traditional title sequence then diegetic sound bridge which fades into action