Shot list

Shot List

1). Extreme long shot of the girl walking.

2). Extreme long shot of girl but from behind

3). Point of view shot of the murderer

4). Then there is a camera flash

5). Close up knife in a bag

6). Shot of girl walking downstairs into subway from behind

7). Long/medium shot of dark flash back

8). Medium/close up of girl (flash back)

9). Girl running past camera from stairs- medium/long shot

10). Medium close up of girl running running down the hall

11). Scary Images of subway and flashbacks

12). Medium/log shot girl running past locked gates

13). Close up of girl shaking the lock on the gates

14). Close up of tap

15). Darkened Image of mystery killer

16). Long shot of girl running down hall

17). Close up of scary image (mask)

18). Medium/long shot of girl in crying in corner

19). Close of hand shaking

20). Medium shot of girl in flash back shot

20). Long shot of girl running

21). Long shot of girl running backwards

22). Close up of girl crying and panicking

23). Girl attacked by killer

24). Close up killer (mask)

25). Close up of dead body in mirror

26). long shot of killer in hall

27). Title medium shot written in blood

Our Shots varied slightly when we created our film as we added more variety

Our Final and main idea

Title: Subway 62
Genre: Horror/thriller

Target audience: teenagers aged 16-19

Plot: The opening sequence begins with a series of long shots of a girl walking, then this is cut to a camera flash, and a still image of a knife in a bag is seen. The music now becomes more dramatic and there is a POV shot of the girl looking around, there is now a selection of shots (cross-cutting) between the present the girl and the past (the still images). As the scene continues the girl comes increasingly more worried and begins to run more quickly. She then comes across a trap (bars) and releases she can't escape the situation. Knowing this she continues to run. throughout the sequence is a series of scary images to create tension and increase the audiences questioning. The hook at the end of the sequence is a typical whodunnit.

Mise-en-scene:

We will film in an isolated setting, this is typical of the Thriller genre, the house will be darkly lighted and the girls will be dressed in dark colours, reds and black emphasising danger and death. One is dressed slightly different, to show that she will survive.

Other mise- en-scene will include props like knives, dark costumes and dark lighting

Music:

our music will be upbeat and indie sounding, we wanted to stay away from the stereotypical opening soundtrack so found something unique and interesting for the audience which also subverts slightly the stereotypical sound of an opening which will keep a sustained interest in the sequence.

Conventions of Thriller/Horror include:

Isolated settings

Suspense

Stereotypical characters- teenagers and protagonists/murderers

Mystery created

Scary atmosphere

Our second idea

Genre:

Horror/Thriller

Target Audience:

16- 21 year olds

Plot:

A group of teenage girls are at home watching a movie on a friday night, it is dark and isolated and they are lonely. All of a sudden, there is a knock at the door. The girls come under attack , they are burgled and killed.

Only one survives.

There will be use of fast shots and chaos created by a constantly moving sequence.

Our first idea

Before we decided on our film genre and plot, we came up with a few ideas as a group to work with and then we had a larger variety to choose from to work out which sequence would be most effective. This was our first idea, we didn't use it in the end as we didn't think it would be an effective opening sequence as it would take too much time.

Genre: Psychological thriller

Target audience: teenagers 17-20 years old

Plot:

The scene begins with quick shots of a young man, making his way to somewhere. We see lots of quick images of trains and him. The audience get a sense that the character is mysterious and dangerous. The lighting used here is dark with elements of red, creating suspense. During this sequence some of the credits come up, everything seems dark and the audience are wondering what is going to happen later in the sequence.

Then there are a series of quick cuts between a teenage house party and the mysterious man, making his way there. In the party there is a continuation of the theme of darkness and quick shots, showing that it is a teenage party. During this however the camera tends to focus in on one particular girl. Then there is a series of cross cuts between the man and the party with the girl in it.

The man then arrives at the party and there is a build up of music here. When he opens the door the music changes to the dance music that is coming from the party. The girl then comes to see the man and they make their way upstairs. Once upstairs they come to the bathroom; with no communication between them. The girl enters and then there is three very quick but faded shots of the girls face, the man’s face and a knife behind his back and the scene ends in darkness.

I think that this plot will be challenging to produce but is also very intense. The sequence will grip the audience to want to watch more; and the sequence also fits the conventions of a typical opening sequence. As it has introduced the characters, the genre, the setting and a small part of the whole plot.

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An opening sequence of a thriller genre needs to :

introduce the main charactersintroduce the genreintroducing the plot introduce the themesidentify time and placeit must hook the audience into wanting to continue watching the filminclude titles and credit sequencemise-en-scene linked with the storyline

Genre:
Teen Psychological Thriller

Target Audience:
16-19 year old

Plot:
It begins in the dark, we see cross cutting of a persons journey to a party, cuts between him walking down a pathway to a door with images of his travels: train tracks, a highway etc.
Inside the door is a party: violent, with drugs, alcohol and loud rave music. The person walks into the party, it is all from his point of view ( he is the killer and mystery is added by not seeing his face), he sees a girl, she smiles. Chemistry is created between them as there are a range of close ups of her. She walks up stairs into the bathroom and doesnt lock the door, the killer follows her, no body notices this. As she sits in the bathroom with a bottle of beer, he walks in, locks the door. The final shots are of a knife behind his back and a change of her facial expression from happy and high to distorted and scared. Within these final shots there are cross cuts between the upstairs and downstairs, The silence of the murder contrasting with the loud downstairs event. The perfect murder.

Mise-en-scene:
The setting will be in an run down house, urban and dark. There will be use of mise-en-scene like trains that will be red, symbolising danger, death and anger of the main character. It will also establish setting of a urban area. People at the party will be dressed in ordinary clothes, but they will be ripped, torn and dirty, they must portray an incredibly outrageous party! There will be props like empty beer & vodka bottles scattered so create a dangerous and unstable atmosphere, the music will also be loud rave music to emphasis the teen party.


Another idea that we had, was to do a murder scene- although it is very typical of A Level students and film makers. The idea that arose, what an attempted burglary that went wrong. This could involve a typical family house - proven by the use of mise-en-scene, like pictures etc. with family members or school children. The beginning would show an every day day at home, consiting on continuity, love and normality.There would then be a disturbance, for example people breaking in, causing a riot, breaking things, threatening people and eventually hurting and killing someone. Throughout this whole opening sequence, there is quick, short and unpredictable shots. Adding pace, realism and suspense for the audience, which will indeed make them hooked on to the sequence and make them watch it.

Preliminary task- Catherine Dalton

Preliminary task

The preliminary task enabled us as a group to learn how to set up a short clip. In this clip we learnt how to use the camera to create different shots, and how a simple filming such as someone walking can be shown in a variety of ways to ensure the audience are kept watching. Also we learnt how to act and how to use a low and high angle shot.
Firstly we draw up a story board before completing the task. This allowed us to plan out where we were going to film, what types of shots needed to be used to allow the audience to clearly understand the plot. Also planning enabled us to make decisions on who was acting and who was going to use the camera. Completing this planning saved us time when filming as all the decisions had already been made.

Ellie and Natalie acted, whilst me and Bridget completed the filming, also Ellie and Natalie helped with filming whilst they were not acting. The sequence consisted of Ellie walking down a corridor, opening a door to see Natalie and to exchange a folder and discuss lunch, then Ellie to leave. During this short sequence we used long shots to establish the setting and close ups of the door handle, also medium shots and the 180 degree rule. All of these features allowed the sequence to flow.

After the filming process was completed, we uploaded all of the footage onto the computer. We then clearfully selected and used the tool cut to edit the film to ensure it flowed. Once completed we then uploaded the clip onto youtube.com by creating an account and then uploading the sequence. During this task we learnt how to plan, film, edit and upload clips to youtube.com.

Evaluation of Preliminary Task - Ellie Mannix

The planning of our preliminary task was constructed through bullet points of what we planned to do, what shots and dialogue. We then translated this into a storyboard, drawing these bullet points up, of how the film would look - in a still capture mode.

For the preliminary task, I was the main role - I walked through the corridor into the common room to meet Natalie. We then held some dialogue between each other, and then I got up and walked away.
I also helped contribute to what shots should be used and to edit.
We delegated the rolls equally, as other people in my group did not wish to be filmed.

From doing this preliminary task, as a group we have learnt a lot. As our final production, was the second preliminary task we created. As the first one we created, was too complex, too long and did not involve the necessary shots and rules in which would obtain us the 50% of the course.
So as a whole, we learnt that we should not try and over complicate things, as a result we had to re-film the whole task. I felt that doing this was an advantage as we now knew what we had to do in order to be correct, instead of handing in something that was not worthy.


To plan our task, we used bullet points, and then translated them onto storyboards, making sure the shot type, timing, angle and dialogue at the bottom of the drawn image of a still frame so we would be precise when we was producing our film.

When we was filming, we carefully though through where the camera should be positioned in order to create that effect, of establishing the setting, making sure it is understandable, and most of all creating an effective sequence in which the audeince will understand and enjoy what they are watching. We ensured we did the 180 degree rule and the shot reverse shot when filming - this can be seen when Natalie and I are talking. We also used cross-cutting to Natalie in the common room, which establishes the setting and what I was walking too - proving that we abided to the rules and regulations of filming.
We ensured that the area we used would be empty, which would reduce the noise - in order to hear the dialogue at a high quality and reduce the chance of interruptions - this was achieved as we had the common room to ourselves.

For post- production, we uploaded our film from the camera on to the computer using a fire wire. This imported our work into a new task in Movie Maker. From this we edited it, using the cutting tool, swapping and changing shots which were more suitable to that particular part of our film, in order to achieve maximum quality. After it was all edited, we saved the film and then uploaded it onto 'YouTube', and then to our blog.

To edit our clips we took whilst filming, we used Apple Mac iMovie Maker. This is a good programme to edit a sequence, as it has good cutting settings in which you can 'split at radio play head' and adjust in where you wish for it to go.
We also used a video camera, digital film and a tripod to film. We found the camera easy to use, as we only pressed one button to record, and to stop recording, and use the tri-pod to make sure the shots were still and therefore of a good quality.

Drama Film- Catherine Dalton

Drama Films
The conventions of drama films consist of real life situations and portray conflict within them. These conflicts are either between the characters themselves or other forces of nature. The films show humans at their best, worst and everything in between. So the idea of drama films to portray real motion, that happens in everyday life, this will help the audience as they will have something to relate to. The genre drama has a huge spectrum of sub-genres including: - social problem dramas, mental illness, youth and generation conflict and political dramas. This therefore means that the genre film has an the ability to take social views and current events and use them in films, as the conventions include real life situations.


I am going to analyse Chariots of Fire this film is a sports drama film. The narrative consists of two stories, these two stories involve English runners. One of these runners is a devout Protestant and the other is Jewish, it tells the story of their lives and the competing of the Paris Olympics in 1924. Firstly the sequence has a shot of a group of people, and has a voice over “wings on our heels” demonstrating that the speech previously consisted of athletics. After this quote, there is a medium close up shot of the athletes feet running, demonstrating a link between the two settings, this is also cross cutting. The credit sequence shows a group of athletes running along a beach; it focuses slowly on each one of them demonstrating that they may have some importance in the storyline/narrative. Futhermore after the original shot of the feet it moves up showing the rest of the athlete. The music is very rhythmical and peaceful, with the sound of breathing. These conations show that what they are doing is something they enjoy. Then there is a panning shot showing all the athletes and the importance of the main characters is established here, as they are more focused on. The title is portrayed in blue and red, showing the nationality of the athletes and also the red could be seen as passion for what they are doing and blue for the sea. Then there is a long shot of the athletes, with the sound of birds representing the setting. An old man and young boy are also pictured watching them run, showing that the athletes are respected and well known. The final shot is also a long shot of the athletes running towards a large run bricked building, after jumping over fencing to reach the house. These fences may represent barriers that the athletes have to overcome.