Evaluation - 7. Looking back on your Preliminary task what do you feel you have learnt in the progression from that to the full product?

When me and my working partner Shaun did the preliminary task we had only just started the course and were both inexperienced at A level so we didn't know what to expect. We both made many mistakes in the preliminary task, for example broke the 180 degree rule by going behind the set line in a 180 degree angle. We had not yet learnt aspects of the course that we were going to be taught. We have learnt the common rules of filming and control of camera through our mistakes and we have learnt the codes and conventions necessary in a thriller sequence. We have also learnt how to work together as a team to achieve the end product.

As well as working on the preliminary task, we also worked on the thriller sequence together. As we started, it became clear that teamwork was going to be an issue. We would have to learn how to work together. We had contrasting views on what to do for our thriller video. We weren't listening to each other and we weren't sharing an equal work load. However, after talking things through with one another, we sorted out our differences and begun to work better as a team and as a result of that, more productively and begun to produce work more prolifically. Sharing our responsibilities was definitely the major factor in our success. This was something we hadn't done when doing our preliminary task. We decided that we would take different roles in different places but still offer our input on the other one's work. When it came to the directing, I took up that role and when it came to the editing, Shaun played a more important role.

When it came to organisation on the thriller sequence, I was a lot more thorough. After a poor preliminary task I concluded that the main reason why it was so poor was due to lack of planning and organisation. I was sure that I would not make the same mistake twice, so I planned furiously for the video. I did storyboards to ensure that when filming I would have a set idea of what I wanted on camera. This was something I hadn't done in the preliminary task. Another form of planning I did for my thriller sequence was location scouting. I had not done this in the preliminary task. I was scouting parks filled with trees and area's that were closed off so that the set would match the set on the storyboards. I was looking to create a tense and unnerving atmosphere through the use of wide open spaces and my protagonist being a victim of his environment. After days of searching for the perfect location I found the belstead brook.

Belstead Brook

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Chantry park

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Gipswick Park

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The Belstead Brook

Pros:

- Lots of different parts of the area to film

- Well lit at night

- No sound pollution

- Closed off, not much interruption by pedestrians

- Not too far from where me or shaun, my partner, live

Cons:

Gipswick Park

Pros:

- Good pathway that is closed off and secluded, good setting

- Wide open spaces to film in

Cons:

- Next to a main road, sound pollution

- Regularly visited, this would mean a lot of interruptions

Chantry Park

Pros:

- Good wide open spaces to film in

Cons:

- Has a climbing frame and a kid's play area, this would mean we'd be regularly interrupted and there would be sound pollution.

The other half of my improving process was the theoretical side of the course. This involved learning about the codes and conventions used by film makers in thriller films and why they are used. I studied the camera work in thriller films and why film makers use certain shots to reflect certain moods. For example, long shots are used to present a character as vulnerable. I also learnt the importance of sound. I saw through films like 'Psycho' and 'The Village' that whenever a tense moment is about to occur, there is a lack of sound to make the jolt or bang more terrifying for the audience. I learnt this technique from the farther of tension Alfred Hitchcock, who is pictured in picture 35, who once said "there is no terror in a bang, only in the anticipation of it". I applied this idea to my sequence whenever I wanted to create tension. I learnt that colour in a thriller was very important as certain colours represent certain things. For example, red represents passion and danger and black represents evil. I utilised this knowledge to its fullest by giving my protagonist a red jumper to signify to the audience that he will later find himself in danger. I also used the colour black when editing by using colour correction to desaturate the colour from the picture to make the woods look darker. This gives the impression that my protagonist is surrounded by evil which gives off an ominous feel.

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After learning these conventions I had to learn about conforming these codes and conventions to meet my audience's expectations. I did this by studying my audience through a questionnaire and asking them what their interests were and whether they liked my thriller sequence. They gave answers like enigma codes and a sound track that isn't contrapuntal. This form of planning gave me a better understanding of my target market and assisted me in my film making as I knew what they wanted out of a thriller.

Taking everything into consideration, what I have learnt from the mistakes I've made, research and planning I've done it has made me a better film maker as I gained the tools to understand the codes and conventions of thrillers and I put the effort in when it came to the actual filming.

Evaluation - 6. What have I learnt about technologies in the process of constructing my film sequence?

When filming and editing my thriller I had to learn numerous amounts of skills to be able to handle all the new technologies. When filming I also had to learn how to work my way round the camera and how to get the best picture, I had to gain knowledge of Final Cut Pro on the iMacs, I also learnt how to use Sound Track Pro, and Motion. I had to learn many features of the technologies and learning these assisted me in making the best outcome for my sequence.

When it came to filming the thriller sequence, I learnt about the features of the camera and what and what not to do while filming. I learnt not to use the zoom when filming. This is because it affects picture quality and can exaggerate camera movement, making it very difficult to keep the camera still. I learnt how to create meaning by using different shot types and shooting different things. At the start of my thriller sequence I wanted to create feelings of uncertainty and anticipation in the build up of introducing my protagonist and establishing my location. I did this by using a tip from the psychological thriller Enduring Love (picture 22a) where I took shots of open spaces that would normally create idea's of freedom and safety, see the picture below. I learnt how to tilt and pan when filming and this assisted me when shooting my sequence as I was able to tilt the camera down from the open space down to the pathway of my location. This is tilting motion is shown in pictures 25 and 26. The effect of this was that when my protagonist is finally introduced, he has filled the open space and is therefore challenging the idea's of freedom and safety that were created by the open space, meaning that he is not safe. This creates feelings of tension for the audience as they are anticipating something bad to happen to the protagonist in the near future. With my new knowledge of how to create tension with camera work, I made sure I had lots of long shots of my protagonist walking away from the camera. The fact that the long shot makes my protagonist look small is to alert the audience that he is vulnerable. This creates anticipation as the audience expect something to challenge my protagonist due to his defencelessness.

22a.

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When using Final Cut to edit my sequence I had to learn how to operate the system and how to put my idea's onto the computer screen. When editing, I had to learn how to use overlays and what effect they have on the sequence. The method of overlays is shown in picture 28. After learning how to put one clip on top of another and fade the newly added clip so that it looks like a flash back, I had to learn the effects the overlays have and how it contributes to the end product. When studying the effects of overlays I found out that using overlays prompts suggestions of flashbacks. This gives the audience an insight into what the protagonist is experiencing and what he/she is possibly feeling. I also learnt that the use of flash backs is an enigma code as it gives clues to the forth coming narrative. In learning the effects of using overlays I also learned the effect of using colour correction when editing. The method of how to desaturate a picture is shown in picture 27. In all the filming of the thriller sequence that was meant to be in the present tense, I made sure that the colour in the clips were de-saturated, but not fully. This created a cold cinematic atmosphere which projects feelings of darkness and glumness. This makes the viewer feel uncomfortable because as soon as the film starts, there is a dark edge to it. Another exploitation of colour that I used was to not de-saturate the overlays. Going back to creating meaning through filming, I didn't de-saturate the overlays. I did this to reflect the protagonist's situation as it offers the idea that the protagonist is currently in a daze, the de-saturated present tense, and when he thinks back to the night before, the over laid flash backs, his memory becomes clearer as he is starting to remember the events of the night before.

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28.

When creating the sound track for my thriller sequence I had to learn to get to grips with Soundtrack Pro. One of the first things I learnt to do was how to locate sounds and how to control the volume of those sounds. The methods used to make the sound and to make the sound louder or quieter at certain points is shown in picture 29. One of the first sounds I included was the drone that is constant throughout the sequence. I chose this drone to match the cold atmosphere and to reinforce the ideas presented to the audience, i.e. the enigma codes (e.g. flashbacks) that were presented to the audience. The drone is constant to make the audience feel constant anxiety and stress so that when the jolt happens, it is exaggerated, making it scarier than it would be without the drone to build it up. Notice also, that there is a high percentage of non-diagetic sound in my sequence. I have learnt this by studying many of Alfred Hitchcock's films (e.g.Psycho). When watching his films I have found that before every nerve shattering jolt, there is a distinct lacking in diagetic sound as this makes the jolt sound even louder. The effect of not using diagetc sounds is that it causes tension as the viewer is constantly anticipating a jolt. Most of the time when there is a flash back displaying distress there is normally a sound of thunder or an impact sound to make the audience jump. Not only is this frightening, but it also hints to the narrative as the loud impact and thunder noises create distress for the audience which point to how the protagonist is feeling.

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Another feature of the iMac I had to learn to use was Motion. In the process of making titles on Motion is shown in picture 30. This is used to produce titles in the thriller sequence. To make sure that all the titles were in the same position, I created a 'safe zone' around the screen so that there was a consistency to where the titles fell which looks professional. The 'safe zone' is shown in picture 31. I also had to learn about safe zone in film titles. This is when titles are only allowed to be placed in certain areas of the screen so that they don't distract from the picture. I also learnt that I had to keep my titles suttle as it would help resemble the cold, dull atmosphere I was attempting to create. making the titles suttle would also mean that the audience would see them but they wouldn't be distracted by them.

30.

31.

Before I started this course, the only editing kit I had used was Windows Movie Maker. This isn't a highly advanced editing station as it was designed to be user friendly, therefore it wasn't too complex. When I started the A level course, I had to learn to adapt quickly to the newer, more advanced editing software as they weren't what I was used to. I also wasn't an expert on film making as I wasn't sure how to utilise shots t create meanings. In spite of these factors, I learnt how to use all the new software and, with some studying, have now come to understand the art of film making and how to give out meaning through specific shots. I am now a better media student and film maker as a result of my new found knowlege.

Evaluation - 5. Who would be the audience for your media product?

When constructing my thriller sequence, I had to think of the audience and how they would react to certain aspects of my thriller. I decided that my target market would be the D&E group from the ages of 15-25. As a method of researching the target audience I gave them a questionnaire to fill out. I chose this cluster of people for a variety of reasons. One of those being that thrillers appeal to this collection of people the most and are the most likely to go and see my thriller as they had the highest percentage of yes' at 80% on whether they would see a thriller movie with their friends.

My target audience are those who fall into the D&E category. This group of people will be made up of students and the working - class. My theory of the audience leaving my thriller sequence feeling satisfied was confirmed as I got a great deal of positive feedback from the people, who fell into the D&E category, from my questionnaire as they appreciated the codes and conventions that were adapted and used in the sequence by giving it 4 stars overall for quality.

Another reason for the people in the D&E category being my audience would also be due to the protagonist I used. It was important that I casted a protagonist that was in the same group as my target audience (D&E). This was vital to my sequence so that my target audience could relate to him and recognise the situation he is in. I set about doing this through many methods of representation through age, gender, lifestyle and others. Firstly, I cast my protagonist male because it is normally the male side who would be attracted to a thriller film more than the female audience. My questionnaire shows this as 3/5 of the males like watching thrillers whereas only 1/5 females like watching thrillers. This means that the majority of people who see the thriller would relate to the protagonist through their sex.

Secondly, I made sure my protagonist was the age of the typical student, 17 as shown in picture 24. The fact that my protagonist falls into the same age group of my target audience, 15-25, is significant as he lives the same lifestyle to the target audience. This convention is used in many thrillers, for example, Final Destination, Scream and Prom Night, these thrillers also contain a lot of horror conventions. As the audience are a similar age this allows them to sympathise with my protagonist as they understand what he has to go through in his day to day life. This also engrosses the audience into the film. As this is aimed at people in the west, this is an advantage as this also helps the audience sympathise with the protagonist. Another feature of the protagonist is that he is wearing typical clothing for his age, gender and social group. He is also wearing branded clothes such as the british brand, Jack Wills as shown in picture 23, underneath the jumper. Seeing as he is wearing what the typical D&E person would wear, this could represent the social status of the character (student) as he is wearing similar clothing to what his peers would wear. This encourages the viewer to sympathise with the protagonist even more as he has similar lifestyle interests to them.

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24.

Evaluation - 4. What kind of media institution might distribute your media product and why?

After constructing my thriller sequence, I researched film institutions that might distribute my product. Institutions like, Dream works, Warner Brothers, Momentum, but the institution that best fitted my product was the low budget, British film institution, Film 4. Film 4 are a highly versatile film company who make a multitude of diverse films and are willing to run with ideas that are different and out of the ordinary. This institution fits the bill for my film as it would take on board the idea's of my film and be supportive and cooperative.

Film 4 (Film 4's ident in picture 17) are not a high budget institution, it is a low budget institution. This is appropriate for my video as it would not require much money for filming. This is beneficial as this would be highly profitable for both parties. However, there would be limitations to the low budget as myself, a film maker, would be restricted in my ideas as I wouldn't be able to come up with anything I wanted due to the restraint of money. Nonetheless, although Film 4 have the restrictions of money and a relatively limited release pattern, they manage to produce high quality movies through other means instead of financial (e.g. advertisements as they have their own channel.)

17.

Film4 distributes many different varieties of films, such as; comedy (four lions) and sci-fi thriller Attack the Block (picture 18). This suggests that this film institution have broad horizons in what they chose to make as they are willing to try a mixture of different genres as they are not bounded by any specific genre. This kind of media institution could help distribute my media product, as it is varied with its choice of films. This means they wouldn't dismiss the idea of making a film with a thriller as it's genre.

18.

In the build up to releasing the thriller film, there would be some advertisement needed to inform the target audience of a new film. Being with Film 4 I would be able to market my thriller in many specific ways. Film 4 are a well known film company and will to still have the finance to be able to display trailers of their new film to their audience through television advertisement and advertisement in the cinema. They have done this with very successful films like Slumdog Millionaire.I would target the audience (D&E) through selective advertisement which is when you only advertise on shows that you know would appeal to the target audience. For the male half of the audience I could advertise on sports channels like Sky Sports News (picture 19) and for the females I could advertise on E4 (picture 20) as it is entertainment television. With Film4's financial limitations I could advertise through posters too as it isn't too costly, in terms of marketing, and it means many people could see the thriller film advertised. Film4 also have their own website which would enable me to advertise my thriller film on their website and this would cost nothing. An advantage of being with Film4 is that they have their own television channel as shown by the symbol in picture 21. With the financial strains on the institution, this is a brilliant way to advertise as this will also cost nothing as it is also self-advertisement.

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I followed the convention, mainly set by the psychological thriller Enduring Love, of putting the name of the film institution as the first title on the sequence as shown in picture 22b.

22a

This is a shot from the opening sequence of Enduring Love.

22b.

Evaluation - 3. How does your media product represent particular social groups?

My thriller sequence presents two main social groups. Age and regional identity. These social groups are represented through a range of different methods and project different ideas about the chosen social groups. Mainly through using techniques of camera work and mise-en-scene.

The age of the protagonist is used to represent the social group of young adults through camera work. Many times during the opening to the thriller, the protagonist is shown from a high angle shot as shown in picture 13. Seeing as the protagonist is representing the younger generation of people, the high angle shot, which is commonly used to present characters as weak or vulnerable could be suggesting that due to his age, the protagonist is susceptible to danger. This could be implying that the generation of 15-25 year olds are weak social group and are more fragile compared to the older generation.

13.

The social group of ages 15-25 is also presented as current, trendy and modern through mise-en-scene. The use of costume is highly significant as it is the colour of what the protagonist is wearing that is of such importance. The jumper of the protagonist is the colour red as shown in pictures 14 and 15. This colour carries many connotations. It represents passion, danger and revolution. The implication of revolution is significant as this word means change and new thinking. This is significant for this age group as they are the future and they bring new ideas and change to the world. This idea can be applied to this young social group. The connotation of danger from the colour could present this social group as fragile. The fact that someone who falls into the category of the social group, the protagonist, is wearing the colour of danger suggests that the youth age vulnerable to harm as well as modern.

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The costume of the protagonist could also be a representation of wealth for the social group of western civilisation in regional identity. The use of mise-en-scene shows that the protagonist, who is from western civilisation, is wearing a designer t-shirt and designer jeans. The expensive clothing worn by the protagonist suggests that the west are affluent.

The acting within the mise-en-scene presents the social group of the 15-25 year olds as vulnerable. The protagonist, who falls into this demographic, always seems to appear to seem scared or paranoid as shown in picture 16. The fear shown from the protagonist mirrors how many of the people in this social group might react to the current terrifying situation that he's in. This suggests that this social group can be perceived as weak due to the reaction of terror from the weak protagonist.

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Evaluation - 2. How did you attract your audience?

For my thriller video, I decided that my target audience would be 15 - 25 year olds and in the D & E demographic as pictured in picture 7. I chose this demographic as they are the most likely to appreciate the narrative and conform with the genre of a thriller. I aimed to attract my target audience by using the necessary codes and conventions that are often used in thriller films. Mise-en-scene like the location and costumes, typical thriller themes , representation of age and gender. When I gathered a group who fit the profile of my target audience, I got them to take a look at my thriller sequence and asked them to fill out a questionnaire about what they did and didn't like and the results were highly positive.

7.

To give the impression of a typical thriller sequence, I had to take careful consideration over the mise-en-scene. This would be an important factor to hook my audience as it is what the audience are viewing. One of the most important aspects of the mise-en-scene was the location. I chose this location, as shown in picture 8, as it is in a setting that they wouldn't normally find themselves in. The effect of this would be that the audience would both sympathise and relate to the protagonist and be able to put themselves in his shoes as they would be feeling as anxious as he would be in such an unusual setting. This would make the sequence all the more terrifying as the audience can empathise with how the protagonist is feeling. And they would also perceive it as a realistic place for a thriller to be set.

8.

Another important factor of mise-en-scene was the character choice. This was significant as it would have to be somebody who the target audience would be able to associate themselves with. As the majority of the target audience were students, as it shows on my questionnaire, it seemed best to cast the protagonist as a young student as this would make him relatable. An additional aspect of mise-en-scene that had to be taken into careful consideration was the costume. To make my student protagonist believable he had to look like one otherwise my target audience wouldn't perceive him as a realistic student. So I observed what people in the age group of 15 - 25 would wear as casual clothing and bought a pair of skinny jeans (picture 9), a designer t-shirt (picture 11) and a red jumper (picture 10). I made sure the jumper was red as this colour carries connotations of danger and passion. This choice of costume meant that when the target audience watch my thriller sequence and find that characters believable they will relate to him.

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When looking at representation used, the emphasis is very strongly on who the protagonist is represented as. This is of high importance as the focus was on making the protagonist relatable to people in the ages of 15 - 25. I decided on making the protagonist male as although he is possibly represented as less vulnerable than a female. This is shown in other thriller films like Se7en where Brad Pitt (picture 12, left hand corner) is presented as the more masculine protagonist. However he is part of a minority group due to his ginger hair which reinforces the idea that he is still vulnerable despite his gender. This means that our main protagonist can be displayed as a victim and a likeable character. As the protagonist also belongs to the same age group and social category, he was used to represent them in the sequence therefore making him significant to them. The effect of this is that the target audience will then put themselves in his position making the sequence even more thrilling and intimidating.

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